iHargar?t  Glarnrgte 
Utbrarg 


WITHDRAWN 


THE 


SWEDISH    SYSTEM 


EDUCATIONAL    GYMNASTICS 


BARON  NILS  POSSE 


FORMERLY    INSTRUCTOR    IN   THE    STOCKHOLM    GYMNASTIC    AND    FENCING    CLUB    ETC, 


TWO  HUNDRED  AND  FORTY-ONE 


BOSTON   MDCCCXC 
LEE     AND     SHEPARD     PUBLISHERS 

IO   MILK   STREET   NEXT   "OLD   SOUTH    MEETING   HOUSE  " 

NEW  YORK    CHARLES  T.  DILLINGHAM 

7lS   AND   720  BROADWAY 


COPYRIGHT,   1890, 
v  LEE  AND  SHEPARD. 


DEDICATED  TO 

CoL  ffiustaf  NgWaeu*  1LC.S. 

LATE  DIRECTOR  ROYAL   GYMNASTIC   CENTRAL   INSTITUTE   STOCKHOLM   SWEDEN 

AND  TO 

Prof.  1L  ffi.  Eorngren  *^.  *.ffiS* 

DIRECTOR   ROYAL  GYMNASTIC    CENTRAL   INSTITUTE    STOCKHOLM    SWEDEN 


PREFACE. 


rriHE  total  absence  in  the  English  language  of  a  comprehensive 
-*-  handbook  of  Swedish  gymnastics  has  induced  the  author  to 
prepare  this  little  treatise,  the  chief  aim  of  which  was  originally 
to  meet  the  urgent  demand  from  the  author's  many  pupils  in  the 
"  Boston  School  of  Gymnastics "  for  a  text-book  on  the  subject. 
At  the  same  time,  the  author  has  tried  to  arrange  the  book  so 
that  professional  teachers,  already  familiar  with  other  forms  of 
gymnastics,  and  possibly  also  an  interested  public,  might  find 
it  useful  in  case  they  should  desire  to  become  acquainted  with 
this  much-talked-of  system,  or  to  apply  it  practically. 

The  author  prefers  to  call  this  the  Swedish  system,  although  it 
was  originated  by  P.  H.  Ling ;  for  many  improvements  have  been 
made  since  Ling's  day,  and  what  he  devised  has  been  changed 
from  a  personal  into  a  national  matter,  just  as  has  Jahn's  movement 
in  Germany. 

Although,  for  reference,  use  has  been  made  of  the  scant  literature 
on  this  subject,  yet  the  author  wishes  to  state  that  this  book  is  not 
a  translation. 

The  chapters  o'n  the  physiological  effects  of  exercise  and  on  the 
muscular  activity  in  the  bodily  movements  are  not  strictly  within 
the  scope  of  the  book,  yet  the  author  has  decided  to  include  them 
in  the  appendix,  that  the  teacher  of  gymnastics  may  always  have 
them  at  hand  for  reference. 

Part  of  the  illustrations  are  original,  but  the  majority  are  copies 
of  drawings  by  the  late  Prof.  Hj.  Ling,  which  have  been  published 
in  his  "  Allmdn  Rorelseldra "  (Stockholm,  1880)  and  in  Prof. 
Torngren's  "  Atlas  till  gymnastik-reglemente "  (Stockholm,  1879), 
the  author  having  acquired  the  copyright  of  those  used. 

203  HUNTIXGTOX  AVENUE,  BOSTON. 
January,  1890. 


CONTENTS 


PART   I 

GENERAL  THEORIES 

PAGE 

DEFINITIONS 1 

CHOICE  OF  EXERCISES 2 

PROGRESSION 4 

APPARATUS 8 

WORDS  OF  COMMAND 19 

GYMNASTIC  DHESS 25 

PART   II 

MOVEMENTS  OF  THE  SWEDISH  SYSTEM  OF  GYMNASTICS 

DEFINITIONS  AND  GENERAL  THEORIES 29 

INTRODUCTORY  EXERCISES 33 

LEG  MOVEMENTS 46 

ARCH  FLEXIONS 71 

HEAVING  MOVEMENTS     .    .         87 

SHOULDER- BLADE  MOVEMENTS 120 

ABDOMINAL  EXERCISES 137 

LATERAL  TRUNK  MOVEMENTS 151 

JUMPING  AND  VAULTING 168 

RESPIRATORY  EXERCISES 199 

IlULES  FOR  MAKING  TABLES  OF  EXERCISES 1208 

PART  III 


MEDICO-GYMNASTIC  EXERCISES  USED  IN  EDUCATIONAL  GYMNASTICS  ....  215 

RULES  FOR  MEASURING  PUPILS 222 

PREPARATORY  SWIMMING  EXERCISES 227 

PHYSIOLOGICAL  EFFECTS  OF  EXERCISE 230 

MEMORANDA  OF  THE  MUSCULAR   ACTIVITY   IN  THE  PRINCIPAL   MOVEMENTS 

OF  THE  HUMAN  BODY 241 

TABLES  OF  EXERCISES     .  256 


EDUCATIONAL   GYMNASTICS 


PART    I 
G ENE RAL    T HE 0 R IE S 


DEFINITIONS. 

THE  WORD  Gymnastics  is  generally  understood  as  meaning 
systematic  exercise  of  the  muscles  for  the  restoration  of 
health,  and  for  the  development  and  preservation  of  the  phys- 
ical powers.  According  to  the  purposes  for  which  they  are 
used,  gymnastics  might  now  be  divided  into  two  main  branches : 
viz.,  medical  gymnastics,  or  exercise  for  the  restoration  of 
health;  and  educational  gymnastics,  or  exercise  for  the  devel- 
opment of  the  healthy  body.  Although  the  exercises  of  one 
branch  essentially  differ  from  those  belonging  to  the  other,  there 
are,  however,  many  transitory  forms  of  exercises  which  do  not 
distinctly  belong  to  either,  but  which  make  the  two  branches 
merge  into  each  other.  Medical  gymnastics  have  been  known 
in  America  under  the  name  of  "  Swedish  Movements,"  "  Move- 
ment Cure,"  etc. ;  and  we  often  find  these  names  also  bestowed 
upon  the  Swedish  educational  gymnastics  by  an  ignorant  public, 
in  whose  mind  the  relationship  between  the  branches  has  made 
the  two  appear  to  be  identical.  Medical  gymnastics  not  being 
within  the  scope  of  this  treatise,  we  shall  speak  no  more  about 
them,  except  incidentally  to  mention  their  relationship  to 
educational  gymnastics. 


2  EDUCATIONAL   GYMNASTICS 

Educational  gymnastics  have  sometimes  been  given  the  pre- 
fix hygienic  when  their  distinct  aim  has  been  more  the  preserva- 
tion of  health  than  the  development  of  the  physical  powers. 
We  also  find  many  other  names  bestowed  on  this  branch  of 
gymnastics.  Thus  exercises  that  have  a  warlike  tenor,  such 
as  fencing,  boxing,  wrestling,  etc.,  have  been  called  military 
gymnastics ;  such  exercises  as  imply  friendly  competition,  like 
the  "  tug-of-war,"  "  putting  the  shot,"  etc.,  have  been  described 
as  gymnastic  games;  and  exercises  whose  chief  aim  is  grace 
and  beauty  of  form  have  been  named  cesthetical  gymnastics. 
The  word  "  gymnastics  "  can  be  applied  to  these  exercises  only 
if  they  are  practised  on  gymnastic  principles ;  and  with  this 
restriction  they  may  also  form  a  part  of  educational  gymnastics, 
notably  for  advanced  classes. 

CHOICE  OF  EXERCISES- 

The  fact  that  gymnastic  exercises  should  be  systematic  has 
led  to  many  misconstructions  of  the  word  "system."  For, 
claiming  that  a  system  must  be  "the  complete  body  of  an  art 
or  science,"  some  persons  have  invented  gymnastic  "  systems  " 
which  embrace  every  gymnastic  possibility  (such  as  exercises 
for  the  muscles  of  the  face,  tongue,  eyes,  and  other  "  gymnastic 
foolery  ")  ;  and  in  their  hunt  for  completeness,  they  have  finally 
ceased  to  be  scientific,  and  have  often  practically  been  in  direct 
opposition  to  their  own  theories  and  to  ordinary  common  sense. 
A  careful  choice  should  be  made,  and  the  standard  which 
decides  the  value  of  each  exercise  is  the  effect  of  the  exercise 
on  the  body ;  i.  e.,  a  system  of  gymnastics  must  be  based  on 
the  laws  of  the  organism.  If  founded  on  other  considerations, 
it  must  disclaim  all  rights  to  being  called  a  system,  a  science. 

When  speaking  of  "the  development  of  the  physical  powers" 


GENERAL    THEORIES 

as  the  aim  of  gymnastics,  we  claim  that,  to  have  any  value, 
this  development  must  be  harmonious,  or  there  should  exist  an 
equilibrium  between  all  the  parts  of  the  body,  so  that  they  form 
a  well-balanced  whole  under  the  perfect  control  of  the  will  — 
mens  sana  in  corpore  sano.  A  good  posture  is  usually  the 
expression  of  this  development.  Any  partial  development, 
such  as  we  often  see  in  athletes  skilled  in  some  particular  gym- 
nastic feat,  has  mostly  been  acquired  at  the  expense  of  other 
parts,  the  result  often  being  anything  but  a  state  of  general 
health.  We  should  practise  gymnastics  with  health  for  aim, 
and  not  for  the  sake  of  excelling  others  in  doing  some  particu- 
lar exercise,  —  not  for  the  sake  of  muscular  development. 
Hence  we  say  that  each  man  is  himself  the  unit  by  which  his 
strength  should  be  measured;  for  when  all 'the  parts  of  his 
body  correspond  to  one  another  in  relative  size  and  strength 
according  to  the  laws  of  nature,  then  he  has  attained  the  ideal 
of  physical  development,  even  if  his  muscular  strength,  as 
compared  to  that  of  others,  is  found  to  be  comparatively  small. 
In  our  attempt  to  reach  this  ideal,  we  not  only  have  to  encour- 
age Nature  in  her  normal  activity,  but  we  also  have  to  prevent 
and  overcome  many  tendencies  to  abnormal  development. 
With  this  in  mind,  we  have  found  a  law  that  should  govern 
our  choice  of  exercises ;  for,  now  we  say,  that  the  greater  or 
less  value  of  a  movement  depends  on  its  power  to  counteract 
and  correct  these  tendencies,  and  that  any  exercise  which 
encourages  or  produces  such  a  tendency  is  not  only  valueless, 
but  may  also  prove  injurious  ;  i.  e.,  the  more  a  movement 
allows  or  produces  faulty  postures,  the  less  is  its  value.  It  is 
the  knowledge  of  these  faults  and  of  their  means  of  correction 
that  is  the  guide  which  adopts  and  rejects,  compares  and  pre- 
fers. We  find  that  the  questions  what  shall  be  done  in  gym- 


4  EDUCATIONAL   GYMNASTICS 

nasties,  and  how  shall  it  be  done,  are  really  one  and  the  same 
thing.  This,  however,  should  not  be  interpreted  as  if  beauty 
of  performance  were  to  be  the  aim  of  gymnastics,  but  rather  so 
that  grace  of  execution  is  the  final  test  that  decides  the  per- 
fection of  the  movement.  For,  not  until  a  movement  can  be 
performed  without  faults  —  i.  e.,  with  utmost  beauty  —  has  it 
had  all  its  best  effects  on  the  body.  Without  a  clear  concep- 
tion of  faults  in  execution  and  of  the  greater  or  less  influence 
of  these  faults,  there  can  be  no  wise  selection,  —  no  reason  or 
conscious  motive  for  it.  Ling  has  said  that  "  the  gymnastic 
value  of  an  exercise  depends  upon  how  it  combines  the  greatest 
effect  on  the  body  with  simplicity  and  beauty  of  performance ; " 
or,  in  other  words,  beauty  of  performance  is  essential  to  make 
an  exercise  effective. 

PROGRESSION. 

"  System  "  is  a  name  freely  bestowed  upon  almost  anything 
in  the  way  of  gymnastics,  no  matter  how  irregular  the  method 
be.  If  gymnastics  are  to  be  systematic  exercise,  the  move- 
ments must  follow  each  other  according  to  some  distinct  and 
sensible  rule  :  there  must  be  progression.  Not  only  should 
the  exercises  within  each  day's  lesson  follow  each  other  sys- 
tematically, but  from  lesson  to  lesson  (from  week  to  week) 
the  movements  should  progress  from  the  very  gentlest  or  sim- 
plest, step  by  step  to  stronger  or  more  complicated  ones.  It 
will  be  found  that  the  best  effect  of  an  exercise  is  never 
received,  if  it  is  taken  too  early,  —  it  may  then  even  prove 
injurious,  —  and  hence  no  exercise  should  be  applied  until  the 
previous  ones  of  the  same  kind  have  been  thoroughly  prac- 
tised. Experience  has  proved  that  if  some  particular  order  is 
followed  in  each  day's  lesson,  the  exercises  can  be  made  more 


GENERAL    THEORIES  5 

powerful,  more  complicated,  and  more  advanced,  without  danger 
of  over-exertion  or  other  injurious  results.  Practical  investi- 
gation has  shown  that  to  attain  this  object  the  following  order 
is  best: 

1.  Introductory  exercises.  6.   Abdominal  exercises. 

2.  Arch-flexions.  7.   Lateral  trunk-movements. 

3.  Heaving-movements.  8.   Slow  leg-movements. 

4.  Balance-movements.  9.   Jumping  and  vaulting. 
5    Shoulder-blade  movements.      10.   Respiratory  exercises. 

As  nothing  has  as  yet  been  said  about  the  nomenclature 
used  in  this  manual,  a  short  explanation  Avill  here  be  necessary. 

The  introductory  exercises  serve  to  gain  general  attention 
and  muscular  control,  and  to  correct  the  base  and  general 
equilibrium,  before  anything  of  a  stronger  or  more  specific 
nature  is  done. 

The  arch-flexions  consist  of  various  forms  of  backward 
flexions  of  the  trunk,  given  to  expand  the  inferior  portion  of 
the  chest,  to  straighten  the  dorsal  part  of  the  spine,  and  to 
cultivate  the  extensibility  of  the  superior  region  of  the 
abdomen. 

The  heaving-movements  are  various  forms  of  lifting  one's  self 
by  means  of  the  arms  on  a  horizontal  bar  or  other  apparatus, 
climbing  ropes,  ladders,  etc.  These  exercises  have  for  object 
to  expand  the  superior  portion  of  the  chest,  and  to  vault  it 
upward,  besides  strengthening  the  arms.  If  they  are  not  pre- 
ceded by  the  arch-flexions,  they  are  apt  to  produce  a  lameness 
in  the  upper  region  of  the  abdomen. 

The  heaving-movements  increase  the  heart-beat,  and  should 
be  followed  by  the  balance-movements,  as  these  consist  of  some 
easy  leg-movements  which  require  but  little  effort,  and  hence 
have  the  character  of  those  movements  which  lessen  the  heart- 


6  EDUCATIONAL   GYMNASTICS 

beat,  —  the  slow  leg-movements.  Besides,  these  exercises  pro- 
duce good  and  graceful  balance,  and  consequently  are  needed 
also  for  this  effect.  If  we  recall  that  "  the  body  should  be  a 
k  well-balanced  '  whole,"  we  easily  understand  this. 

The  shoulder-blade  movements  are  various  forms  of  arm- 
movements  which  have  the  effect  of  correcting  the  position  of 
the  shoulder-blades,  —  an  effect  much  needed  by  a  majority 
of  the  growing  generation. 

The  abdominal  exercises  are  given  to  strengthen  the  abdomi- 
nal walls,  —  a  means  of  securing  good  digestion.  These  exer- 
cises are  needed  less  by  growing  than  by  grown  persons. 

The  lateral  trunk-movements  consist  of  various  forms  of 
bending  and  twisting  the  thorax  sideways,  etc.  These  move- 
ments strengthen  the  muscles  around  the  waist,  and  affect 
internal  organs  contained  in  this  region. 

When  we  have  proceeded  thus  far,  we  are  probably  again 
out  of  breath,  and  our  heart-beat  is  much  accelerated.  Now 
the  slow  leg-movements  are  put  in  to  lessen  the  heart-beat,  and 
allow  us  to  recuperate  before  we  go  on  to  more  violent  exercises. 
These  leg-movements  require  next  to  no  effort,  whereas  their 
effect  in  propelling  the  blood  from  the  heart  is  quite  forcible. 

The  jumping  and  vaulting  can  now  be  safely  indulged  in, 
as  the  previous  movements  have  given  us  the  intense  muscular 
control  necessary  for  these  exercises,  without  at  the  same  time 
producing  any  sense  of  fatigue.  Jumping  and  vaulting  im- 
prove the  general  elasticity  of  the  body  (and  elasticity  and 
grace  are  almost  identical) ;  besides,  they  produce  courage,  self- 
reliance,  and  a  correct  appreciation  of  space,  etc. 

These  exercises  are  more  or  less  violent,  and  invariably  put 
us  out  of  breath,  and  highly  accelerate  the  heart-beat.  They 
must  necessarily  be  followed  by  some  exercises  to  counteract 


GENERAL   THEORIES  1 

these  ill  effects :  such  are  the  respiratory  exercises.  These 
consist  of  various  easy  movement  of  the  arms  (sometimes  com- 
bined with  movements  of  the  legs  or  trunk)  in  rhythm  with 
deep  respiration,  the  respiratory  act  being  the  essential  part  of 
the  exercise,  the  arm-movement  being  done  merely  to  aid  in 
expanding  and  contracting  the  chest. 

When  "  tables  of  exercises "  are  made  out,  this  order  is 
usually  followed  as  closely  as  circumstances  will  allow ;  and 
within  each  class  the  exercises  follow  each  other  in  progression, 
step  by  step,  from  table  to  table.  One  class  of  exercises  may 
also  in  a  measure  be  dependent  on  the  other,  as  far  as  its 
progression  is  concerned, — a  fact  to  which  we  shall  return 
later.  To  each  table  may  be  made  a  few  additions,  such  as 
marching  and  running,  introduced  somewhere  in  the  middle 
of  the  table,  and  another  hearing-movement  towards  the 
end,  etc. 

The  tables  of  exercises  that  are  printed  at  the  end  of  this 
book  should  be  understood  as  being  only  instances  of  tables, 
not  to  be  followed  literally  and  indiscriminately.  They  are 
intended  only  as  examples  by  which  a  teacher  may  model  his 
own  tables.  For  progression  is  not  even,  —  every  age  and  each 
sex  has  its  distinctive  predisposition  in  some  respect,  —  inas- 
much as  physical  strength  does  not  increase  in  even  pace  with 
age,  stature,  or  avoirdupois,  and  consequently  this  must  be 
taken  into  consideration  when  the  exercises  are  selected.  For 
instance,  jumping  from  a  height  is  an  easy  thing  for  a  child, 
whereas  it  is  difficult  for  an  adult.  Women  are  capable  of  less 
speed  than  men,  but  more  grace ;  their  ankles,  backs,  chests, 
arms,  and  shoulders  are  weaker  than  those  of  men.  They  are 
very  sensitive  to  backward  flexions  of  the  trunk,  etc.  Children 
have  a  very  limber  back,  will  do  all  arch-flexions  easily ; 


8  EDUCATIONAL   GYMNASTICS 

whereas  their  ability  to  do  the  heaving-movements  is  very 
limited,  etc.  Hence  it  is  essential  to  take  individuality  into 
consideration,  so  that  each  one  may  get  what  he  needs,  and 
yet  so  that  the  exercise  is  suited  to  the  ability  of  all.  If  faults 
cannot  be  avoided,  the  exercise  should  be  omitted  till  some 
future  time,  when  the  pupil  is  better  able  to  execute  it 
correctly. 

Progression  is  usually  made  by  increasing  the  speed  of 
motion ;  the  duration ;  the  degree  of  force ;  by  combining 
movements  of  different  parts  ;  by  letting  several  movements 
immediately  follow  each  other  without  pause  ;  or  by  changing 
the  rhythm  of  the  movement.  In  women  and  children,  we 
cannot  demand  so  much  speed,  strength,  or  endurance  as  in 
men  and  boys  of  large  growth ;  the  necessary  restriction  is 
made  by  lessening  the  duration  of  the  movements  and  yet  giv- 
ing the  same  number  of  exercises,  or  by  giving  a  greater  variety 
of  exercises  where  we  cannot  safely  increase  the  force  of  the 
movement.  As  a  rule,  for  grown  persons,  progression  takes 
the  form  of  increase  in  quality,  or  force  of  movement ;  for 
children,  in  quantity,  or  number  of  movements.  Girls  before 
the  age  of  puberty  can  safely  have  the  same  exercises  as  boys 
of  the  same  age  and  strength. 

APPARATUS. 

The  Swedish  system  of  gymnastics  contains  free-standing 
exercises,  and  exercises  on  apparatus,  yet  it  differs  from  other 
systems  inasmuch  as  it  is  entirely  independent  of  the  appara- 
tus, its  movements  usually  being  applicable  to  whatever  may 
be  at  hand.  This  makes  the  system  truly  practical,  as  it  is 
thus  within  reach  of  everybody,  independent  of  wealth  or  other 
considerations.  To  reach  good  results  by  gymnastics,  elaborate 


GENERAL    THEORIES  9 

apparatus  is  not  necessary  :  and,  although  we  may  be  able  to  do 
more  if  we  have  apparatus  of  one  kind  or  another,  yet  there  are 
free-standing  exercises  that  no  apparatus  in  the  world  can  ever 
substitute ;  and  in  gymnasium-work  the  free-standing  move- 
ments should  never  be  entirely  omitted,  but  each  lesson  should 
contain  at  least  as  many  of  these  as  of  the  movements  on  appa- 
ratus. But,  admitting  that  apparatus  is  useful,  as  it  affords 
more  possibilities,  more  variety,  more  recreation,  there  are  cer- 
tain qualities  -which  we  demand  in  good  apparatus.  1.  In  the 
first  place,  it  must  be  cheap,  —  a  point  that  hardly  needs  argu- 
ment. 2.  In  the  next  place,  it  should  occupy  but  little  room  ; 
for  the  floor  of  a  gymnasium  should  be  large  enough  to  allow 
space  for  marching,  running,  free-standing  movements,  etc., 
and  if  the  apparatus  covers  considerable  surface,  the  room  must 
be  so  much  larger,  it  must  have  a  separate  ''running-track,"  etc., 
all  of  which  means  additional  expense.  The  apparatus  used,  if 
covering  the  floor-space,  should  be  so  constructed  that  it  can 
be  cleared  away  without  a  great  loss  of  time  ;  furthermore, 
apparatus  made  on  these  principles  might  be  put  into  an  ordi- 
nary room  (schoolroom)  without  interfering  with  the  use  of 
that  room  for  other  purposes  than  gymnastics.  This  does  away 
with  the  need  of  a  gymnasium  in  schools  that  cannot  afford 
one.  3.  In  order  to  be  useful,  the  apparatus  must  also  allow 
of  a  great  variety  of  movements  which  are  gymnastically  unlike. 
So,  for  instance,  a  properly  constructed  horizontal  bar  can  be 
used  in  exercises  belonging  to  any  one  of  the  classes  enumer- 
ated on  page  5,  whereas  the  average  horizontal  bar  used  in 
America  is  useful  for  but  little  outside  of  heaving-movements. 
The  rowing-machine,  bicycle-machine,  and  other  "  modern " 
apparatus  are  instances  of  apparatus  which  allow  of  only  one 
movement,  besides  being  expensive  and  covering  a  great  deal 


10  EDUCATIONAL   GYMNASTICS 

of  floor  space.  4.  The  apparatus  should  also  be  so  constructed 
as  to  allow  a  great  number  to  use  it  at  the  same  time.  For, 
considering  how  few  minutes  a  day  are  usually  allotted  to 
gymnastics,  it  is  of  great  importance  to  see  that  no  one  is 
wasting  time  by  having  to  wait  until  there  is  room  for  him 
on  the  apparatus.  Thus  a  horizontal  bar  should  be  so  arranged 
that  several  can  use  it  at  once,  so  that  those  who  stand  wait- 
ing have  just  time  enough  for  a  short  rest.  5.  The  apparatus, 
when  fulfilling  the  four  previous  conditions,  is  also  suitable  for 
all  differences  of  age,  strength,  and  sex,  so  that  we  do  not  need 
one  machine  for  boys,  another  for  girls,  a  third  one  for  men,  etc. 
But  no  apparatus  —  no  matter  how  well  constructed  —  is  used 
to  its  best  advantage,  unless  there  be  a  skilled  hand  to  direct  it ; 
and  it  is  equally  true  that  a  good  teacher  will  be  able  to  do  a 
great  deal  with  whatever  apparatus  there  is  at  hand  —  no  mat- 
ter how  poor  it  be.  When  a  teacher  complains  that  he  cannot 
do  anything ;  that  he  cannot  keep  the  majority  of  his  pupils 
interested,  etc.,  "  because  he  has  not  the  necessary  apparatus," 
it  is  safe  to  say  that  it  is  his  fault,  and  not  the  fault  of  the 
apparatus,  nor  of  the  system  which  he  professes  to  teach ;  he 
simply  passes  judgment  on  himself  as  being  unqualified  to 
teach. 

Below  is  given  a  description  of  the  apparatus  used  in  Swed- 
ish gymnasiums. 

The  Horizontal  Bar  (Fig.  1).  —  If  properly  constructed,  this 
is  the  most  useful  of  all  the  apparatus.  Its  dimensions  are  : 
length,  twelve  to  eighteen  feet  j  width,  five  to  six  inches ; 
thickness,  three  to  four  inches.  Its  profile  looks  as  in  Fig.  1  a ; 
the  top  is  rounded  so  as  to  afford  a  good  grip  for  the  hands  ; 
the  under  side  is  grooved ;  this  side  is  sometimes  turned  up- 
ward to  allow  of  a  different  grasp  or  to  better  accommodate 


GENERAL   THEORIES 


11 


those  who  have  small  hands.  The  bar  rests  at  each  end  on  a 
bolt,  stuck  through  a  vertical  beam  in  which  the  bar  slides  ; 
this  beam  (one  at  each  end),  about  ten  feet  high,  is  usually 
fastened  to  the  wall,  but  may  also  be  fastened  free  on  the  floor 
by  some  contrivance  (as  shown  in  the  figure)  so  that  it  can  be 
taken  away  if  the  space  is  needed.  There  are  holes  made  for 
the  bolts  at  intervals  of  two  inches.  If  the  bar  has  to  be  made 
shorter  or  longer  in  order  to  fit  the  room,  its  other  dimensions 
must  be  changed  accordingly.  The  bar  should,  however,  never 


FIG.  1.  —  HORIZONTAL  BAR. 


be  made  too  thick  to  afford  an  easy  grasp,  but  its  width  may  be 
changed  to  more  than  five  or  six  inches  so  as  to  give  sufficient 
strength.  The  bar  is  supplied  with  three  or  more  wooden  sad- 
dles (Fig.  2),  which  can  be  removed  when  not  used.  A  bar 
twelve  feet  long  will  hold  three  of  these  saddles.  A  well- 
equipped  gymnasium  has  a  double  set  of  bars  to  fit  one  above 
the  other  (double-bar)  between  the  vertical  beams  ;  the  other 
bar  may  have  one  plane  side  as  shown  in  Fig.  1  b  ;  the  bar,  put 
low  with  this  side  up,  will  then  serve  for  balance-movements. 


12 


ED  UCA  Tl  ON  A  L   G  YMNA  S  TICS 


The  bars  and  saddles  should  be  arranged  so  as  not  to  rattle  or 
shake  when  being  used. 

As  compared  to  the  round,  narrow  one,  the  Swedish  bar  has 
many  points  of  superiority.  This  shape  obliges  the  gymnast  to 
use  the  muscles  of  his  shoulders  and  chest  more  than  those  of 
his  wrists  when  pulling  himself  up  on  bent  arms  ;  in  that  way 
this  bar  gives  more  chest-expansion  than  the  other.  In  vault- 
ing, the  larger  bar  gives  a  firmer  support,  and  hence  is  safer. 
The  shape  is  an  exact  fit  for  the  hands  as  they  grasp  the  bar 
from  above,  thumbs  behind,  fingers  in  front.  Besides,  this  bar 


FIG.  2.  —  WOODKN  SADDLKS. 

being  stronger,  it  can  be  made  long  enough  to  allow  several  to 
use  it  at  one  time. 

The  Bar-Stalls  (Fig.  3)  constitute  the  next  most  important 
apparatus.  They  consist  of  vertical  beams  at  intervals  of 
three  feet.  These  beams  are  about  nine  feet  high,  six  inches 
wide,  and  two  inches  thick,  and  bars  are  fastened  through  them 
at  intervals  of  five  inches.  The  top  bar  springs  out  beyond 
the  others,  and  the  other  bars  are  held  in  place  by  strips  of 
wood  screwed  on  to  the  front  edges  of  the  beams.  The  section 
of  one  of  these  bars  is  a  rectangle  one  inch  by  two  inches,  with 
rounded  corners.  Wherever  there  is  room,  the  walls  may  be 
lined  with  these  bar-stalls.  In  front  of  the  stalls  are  placed 


GENERAL    THEORIES 


13 


J.  3   —  BAR-STAt.L. 


14 


ED  UCA  TIONA L   G  YMNA  S  TICS 


loose  benches  (Fig.  4),  one  foot  high,  the  seats  being  nine  feet 
long  and  one  foot  wide.  There  should  be  one  bench  to  every 
three  bar-stalls. 

The  Poles  (Fig.  5  a)  are  round  wooden  spars  with  a  diame- 
ter of  two  and  a  half  inches.  They  are  fastened  to  the  ceiling 
by  means  of  hooks,  and  they  reach  nearly  to  the  floor.  When 
not  in  use,  their  lower  free  ends  should  be  tilted  against  the 
wall,  and  held  there  by  means  of  a  loop  or  other  contrivance, 
so  that  they  are  out  of  the  way.  There  may  conveniently  be 


one  pole  in  front  of  each  beam  of  the  bar-stalls,  which  is  sus- 
pended so  as  to  hang  about  one  foot  and  a  half  away  from  the 
beam  when  in  use.  Six  or  more  poles  should  be  found  in  a 
well-equipped  gymnasium. 

The  Vertical  Ropes  (Fig.  5  5)  are  smooth  (without  knots), 
have  a  diameter  of  one  and  a  half  inches,  are  suspended 
from  the  ceiling,  and  come  within  a  few  inches  of  the  floor; 
their  lower  ends  are  covered  with  leather.  Six  or  more  of 
these  may  be  put  in  a  row  parallel  with  the  horizontal  bars, 
and  a  few  feet  away  from  them.  The  ropes,  as  well  as  the 


GENERAL    THEORIES  15 

poles,  should  be  at  least  one  and  a  half  feet  apart ;  when  not 
in  use,  they  are  gathered  by  a  loop  running  through  a  pulley, 
and  hoisted  out  of  the  way. 

The  Horizontally  Inclined  Rope  is  fastened  at  one  end  by 
a  hook  in  the  wall  close  to  the  ceiling  (or  in  the  ceiling 
close  to  the  wall)  ;  its  other  end  is  fastened  to  the  floor  near 
the  opposite  wall  (or  in  the  wall  near  the  floor).  This  end  is 
so  arranged  (Fig.  5  d)  by  means  of  hooks  and  screws  that  the 
rope  can  be  easily  fastened  and  firmly  stretched  when  in  use ; 
when  not  in  use,  this  end  is  unhooked,  and  the  rope  gathered 
to  the  wall  on  which  its  upper  end  is  fastened.  The  rope 
should  be  so  arranged  that  the  incline  is  45°  or  less ;  and  the 
whole  length  of  the  rope  should  be  from  forty  to  fifty  feet, 
From  the  hook  at  the  ceiling  a  vertical  rope  may  be  suspended 
so  that  no  time  is  wasted  by  the  pupils  having  to  climb  back 
the  same  way  they  came,  but  one  rope  serves  as  a  "  feeder  " 
for  the  other.  If  space  allows,  there  should  be  two  inclined 
ropes  in  a  gymnasium. 

Wooden  Ladders.  —  These  are  very  useful  pieces  of  appa- 
ratus, especially  for  children.  They  can  be  constructed  in 
many  different  ways,  one  of  which  is  shown  in  Fig.  6. 
This  (the  vertical)  ladder  is  suspended  from  the  ceiling,  and 
reaches  to  about  two  feet  above  the  floor.  The  hooks  from 
which  it  hangs  are  fastened  to  the  ceiling  at  least  two  feet  from 
the  wall.  The  lower  end  of  the  ladder  is  allowed  to  swing 
free,  or  it  is  fastened  to  the  wall  by  means  of  hooks  and  "screw- 
eyes,"  according  to  the  purposes  for  which  the  ladder  is  used 
at  the  time.  Another  (the  horizontal)  ladder  may  be  arranged 
so  as  to  hang  with  the  long  side  up  (Fig.  7),  its  lower  edge 
being  about  six  feet  from  the  floor.  This  ladder  is  best  fastened 
by  ropes  and  pulleys  so  that  it  can  be  raised  or  lowered.  One 


16 


ED  UCA  TIONA  L    G  YMXA  S  77  CS 


FIG.  8.  — ROPE  LADDKR. 


FIG.  «.—  VERTICAL  LADDER. 


I I 


FIG.  7.  — HORIZONTAL  LADDER. 


GENERAL   THEORIES 


17 


ladder  of  each  kind  is  enough  in  an  ordinary  gymnasium.  If 
space  allows,  there  may  also  be  hung  six  or  eight  rope  ladders 
(Fig.  8),  whose  lower  ends  swing  free  when  the  ladders  are  in 
use.  At  other  times  they  are  hoisted  out  of  the  way  like  the 
vertical  ropes. 

The  Vaulting-Horse. —  The  modern  horse  has  the  appear- 
ance of  Fig.  9.  The  body  is  about  six  feet  long  and  one  and 
a  half  to  two  feet  broad  over  the  hind-legs,  and  six  to  eight 
inches  narrower  over  the  front-legs.  It  is  made  of  light  wood 
strengthened  by  iron  bands,  and  it  is  wholly  covered  by  leather. 


FIG.  9.  -»•  THE  VAULTING-HORSE. 


Along  the  top  is  a  long  piece  of  roughly  finished  leather  form- 
ing a  blanket  and  a  saddle  with  low  pommels,  held  on  by 
straps  buckled  under  the  body.  The  legs  are  square,  made  of 
hard  wood,  and  firmly  fastened  into  the  body,  slanting  outward 
so  as  to  make  the  horse  steady.  They  are  supplied  with  casters 
so  as  to  make  it  easily  movable,  and  on  their  front  sides  are 
fastened  loose  square  legs  running  through  iron  frames.  These 
legs  are  movable  so  that  the  horse  may  be  made  higher  or 
lower,  and  they  are  held  in  their  places  by  bolts  running 
through  holes  made  through  both  legs.  When  the  horse  is 


18  EDUCATIONAL   GYMNASTICS 

to  be  moved,  these  legs  are  raised  entirely  above  the  floor. 
Although  much  more  expensive  than  the  old-fashioned  horse 
(Fig.  10),  it  is  far  more  practical  than  that  one.  However, 
the  latter  is  a  very  good  piece  of  apparatus,  and  will  do  almost 
as  well  for  those  who  cannot  afford  the  modern  one. 

The  Vaulting-Box  (Fig.  11).  —  This  is  a  wooden  box  made  in 
compartments.  It  has  slanting  sides  and  a  top  upholstered 
in  leather.  All  the  corners  and  edges  are  rounded.  Tne  top 
measures  about  one  and  a  half  by  five  feet,  and  the  bottom 
three  by  five  and  a  half  feet ;  and  with  all  the  compartments, 


FIG.  10.  —  OLD-FASHIONED  HORSE. 


three  or  more  in  number,  it  stands  from  four  to  five  feet  high. 
The  compartments  are  supplied  with  handles  or  holes  cut  in 
the  wood,  so  that  they  can  be  easily  lifted  off.  This  piece  of 
apparatus  is  comparatively  cheap,  and  will  in  a  measure  sub- 
stitute the  horse ;  besides,  it  allows  of  certain  movements 
(somersaults)  which  cannot  be  as  safely  done  on  the  horse. 
A  complete  gymnasium  has  one  horse  and  one  or  two  of  these 
boxes. 

In  a  gymnasium  there  should  also  be   found  two  or  more 
loose  ropes  about  one  inch  in  diameter  and  about  nine  feet 


GENERAL   THEORIES 


19 


long.  These  are  used  for  free  jumping  and  for  various  other 
purposes ;  when  used  for  jumping  they  are  usually  put  into 
stands  especially  made  for  this  purpose,  as  found  in  most  gym- 
nasiums ;  but  they  may  be  fastened  into  the  stall-bars  or  some 
other  place  quite  as  well. 

The  horizontal  bar,  especially  if  a  double  one  with  loose 
saddles,  will  form  a  substitute  for  any  of  the  above  enumerated 
apparatus  ;  thus  if  you  can  afford  only  one  piece  of  apparatus, 
this  bar  should  be  your  choice.  If  you  are  called  upon  to 
apply  the  Swedish  system  in  a  gymnasium  already  fitted  up, 


FIG.  11.  — VAULTING-BOX. 

you  will  need  no  new  apparatus,  but  can  use  whatever  there  is 
at  hand ;  for,  the  exercises,  and  not  the  apparatus,  make  the 
system. 

WORDS  OF  COMMAND. 

A  lesson  in  gymnastics  is  best  conducted  with  the  class 
arranged  in  ranks,  military  fashion ;  this  cannot  be  strictly 
carried  out  when  the  apparatus  has  to  be  used ;  but,  whether 
the  exercises  are  free-standing  or  on  apparatus,  nothing  should 
be  done  unless  the  teacher  has  ordered  it. 

For  this  reason  he  uses  words  of  command.     These  consist 


20  EDUCATIONAL   GYMNASTICS 

of  two  parts  :  one  part,  the  preparatory,  describing  the  exer- 
cise —  it  tells  what  should  be  done  ;  the  other,  the  executory, 
gives  the  time  when  it  is  to  be  done,  and  it  also  indicates  the 
speed  of  motion.  The  preparatory  part  may  sometimes  be  pre- 
ceded by  another,  cautionary  part,  telling  the  pupils  what  to 
avoid  —  what  not  to  do.  This  is  often  used  to  warn  against 
common  faults  in  gymnastic  movements.  For  instance  :  "  With- 
out moviny  the  shoulders  (cautionary),  head  backward  (prepara- 
tory)—  bend!  (executory)."  The  first  two  parts  are  pronounced 
with  loud,  distinct,  and  moderately  slow  voice,  so  that  every 
one  can  fully  understand  what  is  to  be  done  and  be  fully  ready 
for  it  when  the  executory  command  is  given.  A  short  pause  is 
made  before  the  executory  part,  and  now  this  is  given  with 
sharp,  short  accentuation  if  the  movement  is  to  be  performed  in 
rapid  rhythm,  and  with  a  lingering  intonation  if  the  speed  of 
motion  is  to  be  slow.  For  beginners  the  commands  are  longer 
and  more  descriptive,  and  the  counts,  "one,  two,  three,  four," 
or  "  one,  two ;  one,  two,"  are  used  as  executory  parts.  For 
instance,  the  command,  '•'•Left  foot  sideways  place  and  arms 
upward  —  stretch!"  when  given  to  beginners  would  be:  '•'•Left 
foot  sideways  place  —  6ne ! "  and  after  that  has  been  done : 
"  Arms  upivard  stretch  —  tine  !  Tw6 ! "  and  so  on.  For  some 
apparatus-movements,  the  pupils  take  the  commencing  position 
at  the  command,  "Reddy!"  after  the  position  has  first  been 
described.  The  movement  is  then  executed  to  commands  as 
usual.  The  commands  throughout  this  book  are  printed  in 
Italics  with  quotation-marks,  and  an  accent  indicates  whether 
the  executory  word  is  to  be  short  or  prolonged  according  to 
the  desired  speed  of  motion. 

This  method  of  leading  a  lesson  has  been  greatly  objected  to 
by  various  persons.     Some  have  the  idea  that  a  better  result 


GENERAL    THEORIES  21 

is  obtained  if  the  teacher  stands  in  front  of  the  class  and  per- 
forms, while  the  class  imitate  his  movements  ;  but  you  will 
find  thak0in  this  case  the  teacher  usually  is  the  only  one  who 
executes  each  movement  as  it  ought  to  be.  The  pupils  have 
their  attention  more  concentrated  upon  watching  and  imitating 
the  teacher  than  upon  the  movements  they  themselves  are 
doing,  and  the  consequence  is  that  no  movement  is  done  to 
its  fullest  extent,  and  the  best  effects  are  lost.  If  the  move- 
ment is  to  take  place  for  the  first  time,  and  the  teacher  has 
reason  to  suppose  that  the  command  does  not  sufficiently 
describe  it,  then  he  may  show  the  movement  before  command- 
ing it.  If  he  himself,  for  some  reason,  does  not  wish  to  perform 
before  the  class,  he  selects  a  skilled  pupil  to  show  the  move- 
ment, and  then  proceeds  to  command  it,  after  the  pupil  has 
taken  his  place  in  the  class.  The  last  arrangement  is  often  the 
best,  as  the  pupil  is  liable  to  get  into  a  faulty  posture,  and 
the  teacher  then  has  the  opportunity  to  correct  it  and  thus 
show  the  class  what  to  avoid.  Whoever  is  showing  a  move- 
ment should  take  care  to  face  the  same  way  as  the  class; 
for  left  and  right  will  otherwise  easily  be  mixed  by  dull 
pupils. 

When  the  movement  is  done,  the  class  stands  still  in  the  new 
position,  until  something  else  is  ordered.  And  now  the  teacher 
occupies  the  pause  by  moving  about,  correcting  by  word  or 
action  those  who  have  a  faulty  posture.  All  these  corrections 
should  be  made  very  quickly,  so  that  the  class  is  not  kept  in  a 
tiresome  posture  for  more  than  a  brief  period,  or  their  attention 
will  soon  be  lost.  As  a  rule,  the  manual  corrections  —  a  pull  or 
often  the  slightest  touch  is  all  that  is  necessary  —  will  be  found 
to  be  quickest  in  result  and  consequently  the  most  practical ; 
and  usually  there  is  time  to  correct  only  two  or  three  pupils. 


22  EDUCATIONAL   GYMNASTICS 

Repeat  the  movement  if  necessary,  but  do  not  keep  the  class 
standing  in  one  position  for  any  length  of  time. 

Now  if  the  teacher  were  performing  with  the  pupils,  how 
could  he  make  these  corrections  without  temporarily  interrupt- 
ing the  lesson?  To  keep  the  strict  attention  of  the  class,  he 
would  have  to  overlook  the  faults,  and  thus  neglect  half  his 
duty ;  for  a  teacher's  duty  is  not  only  to  instruct  what  to  do, 
but  it  is  equally  to  correct  and  prevent  that  which  should  not 
be  done. 

Some  advocate  exercising  to  music  as  being  the  best  way  of 
practising  gymnastics.  Here  the  pupil  thinks  more  of  the 
rhythm  in  which  to  do  the  movement,  than  of  the  manner  in 
which  it  should  be  done ;  and,  his  attention  being  divided,  one 
of  the  objects  of  it  must  suffer :  he  sacrifices  the  effect  of  the 
movement  for  the  sake  of  keeping  time.  Furthermore,  there 
are  very  few  gymnastic  movements  that  are  rhythmical ;  in 
fact,  only  walking  and  some  other  oscillatory  movements  can 
be  classified  as  such,  whereas  every  gymnastic  movement  has 
a  rhythm  of  its  own  distinctly  different  from  the  rhythm  of 
music.  If  you  desire  to  do  a  movement  rhythmically,  as  may 
sometimes  happen,  your  commands,  "  one  I  Two!  One!  Two!" 
.  .  .  or '•'•one!  Two!  Three!  One!"  .  .  .  will  furnish  the  neces- 
sary "music."  In  a  discussion  on  this  point,  a  prominent 
educator  of  this  city  said  that  gymnastics  to  words  of  command 
were  not  mechanical  enough  to  be  recreative,  whereas  gymnas- 
tics to  music  furnished  this  recreation,  especially  for  those 
whose  occupation  is  brain-work.  To  this  we  answer,  that  in 
order  to  reap  all  the  benefits  of  recreation,  you  must  put  your 
mind  into  it ;  whereas,  if  you  play  in  a  mechanical  way,  while 
your  mind  is  busy  on  something  else,  your  recreation  will  do 
anything  but  give  the  required  rest.  What  is  it  a  brain- 


GENERAL   THEORIES  23 

worker  most  needs?  He  needs  to  put  his  mind,  which  is 
usually  bent  on  something  outside  of  him,  into  his  own  body  ; 
he  needs  to  take  exercise  where  every  movement  is  done  with 
full  attention,  full  volition ;  and  it  is  only  then  that  he  will 
reap  all  the  benefits  which  can  be  received  from  exercise.  If 
you  insist  upon  using  music,  the  best  form  of  movement 
would  be  dancing,  which  exercise  is  both  rhythmical  and 
recreative. 

Again,  others  recommend  series  of  movements  which  the 
pupils  learn  to  perform  in  a  certain  unvarying  order.  In  this 
kind  of  exercise  the  pupil  usually  pays  more  attention  to  the 
order  to  be  followed  —  "what  comes  next?" — than  to  the 
movement  he  is  doing  at  the  time ;  and,  his  attention  being 
divided,  he  will  either  forget  the  order  of  the  series,  or  neglect 
the  correct  execution  of  the  movements. 

Words  of  command  necessitate  discipline  :  the  class  must 
obey  when  the  teacher  orders.  As  for  this  arrangement  being 
"  tiresome  for  the  pupils,"  "  too  much  military  style  for  ordi- 
nary citizens,"  "  too  pedantic,"  etc.,  we  wish  to  state  that  this 
is  the  least  tiresome  method  of  applying  gymnastics.  More- 
over, discipline  should  be  taught  not  only  to  military  men  but 
to  everybody,  for  no  one  will  have  the  same  power  of  self- 
control  unless  some  time  in  his  life  he  has  had  to  obey ;  arid 
this  discipline  is  by  no  means  any  encroachment  upon  the 
pupil's  "  rights  as  a  free  citizen  of  a  free  country."  Only 
those  who  know  what  restriction  means  can  truly  appreciate 
liberty,  and  make  a  good  use  of  it.  This  discipline  need  not 
be  pedantic,  if  the  teacher  knows  how  to  let  rest  and  activity, 
play  and  work,  alternate.  Frequent  changes  between  these 
will  make  activity  more  earnest,  rest  more  playful ;  and  they 
will  teach  the  pupils  how  to  better  distinguish  between  active 


24  EDUCATIONAL   GYMNASTICS 

and  passive  rest.  In  the  education  of  children,  we  all  know 
how  a  teacher  without  discipline  is  unable  to  impart  knowl- 
edge to  his  pupils ;  and  this  is  just  as  true  with  reference  to 
gymnastics.  Besides,  children  all  like  a  good  disciplinarian, 
who  knows  how  to  combine  firmness  with  good  humor  and  a 
kind  disposition ;  they  willingly  obey,  and  he  will  accomplish 
more  with  them  than  any  one  else. 

Many  claim  that  these  soldier-like  Swedish  exercises  are  not 
suitable  for  girls,  because  "  they  give  to  our  women  a  military 
gait  and  posture."  The  soldier  stands  and  walks  erect,  and 
moves  with  precision,  not  because  he  is  a  soldier,  but  because 
he  has  learned  how  to  carry  himself ;  and  it  certainly  does  not 
lessen  the  beauty  of  the  fair  sex,  if  they  also  learn  how  to 
stand  and  move  in  best  conformity  with  the  laws  of  nature. 
Indeed,  the  saying  that  "  man  was  made  to  walk  erect,"  refers 
to  man  and  woman  equally ;  and  if  woman  is  to  be  man's  equal, 
she  should  bear  in  mind  that  "  the  only  true  basis  for  culture 
is  the  physical  basis  ;  "  for,  a  sound  mind  requires  for  existence 
that  it  should  dwell  in  a  sound  body  ;  and  a  system  of  gymnas- 
tics, founded  on  the  laws  of  nature,  is  suitable  for  women  as 
well  as  for  men,  whether  it  is  taught  to  words  of  command  or 
not. 

Every  lesson  in  gymnastics  should  begin  with  the  command, 
"  Attention  /"  which  word  implies  that  the  pupils  should  stand 
still  (wherever  they  may  be)  in  an  active  and  careful  posture, 
ready  for  work.  When  a  rest  is  desirable,  the  command, 
'•'•Stand  —  at  edse!"  or  "In  place  —  r£st  /"  indicates  that  the 
pupils  may  take  a  restful  posture  without  leaving  the  ranks, 
or  the  place  where  they  are  standing  at  the  time.  To  omit 
either  of  these  commands,  where  they  should  be  given,  is  to 
allow  the  pupils  to  become  negligent.  Whenever  a  new  exer- 


GENERAL   THEORIES  25 

cise  is  shown  to  the  class,  it  is  best  to  let  them  stand  at  ease ; 
and,  if  they  show  signs  of  fatigue  or  lessened  attention,  com- 
mand "  In  place  —  r£st !  "  and  let  this  be  soon  followed  by 
"  Attention  !  "  In  that  way,  whate  ver  is  done  is  done  by  your 
will  and  not  by  that  of  the  pupils,  —  or  at  least  they  will  think 
so !  Under  all  circumstances,  as  long  as  the  lesson  lasts,  the 
teacher  should  have  absolute  authority  in  the  gymnasium, 
whether  the  class  be  at  work  or  at  rest. 

GYMNASTIC  DRESS. 

There  is  a  common  supposition  that  gymnastics  require  a 
special  dress  ;  and,  on  the  other  hand,  a  great  many  claim  that 
you  should  wear  the  same  dress  when  you  exercise  that  you  do 
in  ordinary,  every-day  life.  In  gymnastics  it  is  essential  that 
the  dress  be  loose  so  as  to  allow  full  freedom  of  motion ;  conse- 
quently collars  and  anything  tight  around  the  limbs  should  be 
removed.  As  for  corsets,  it  is  to  be  hoped  that  no  one  will 
be  rash  enough  to  practise  gymnastics  while  embraced  by  this 
enemy  of  womanly  health  and  beauty.  The  costume  should 
be  light  in  weight,  so  that  the  increase  of  bodily  heat  may  not 
become  excessive :  however,  it  need  not  be  any  thinner  than 
what  should  commonly  be  worn  in-doors,  for  such  a  dress, 
especially  in  the  winter,  should  always  be  light  if  we  wish  to 
avoid  taking  colds.  For  school-children  there  will  be  no  need 
of  special  gymnastic  dress,  when  the  exercises  are  practised 
in  the  schoolroom ;  for,  in  this  case  the  movements  are  neces- 
sarily simple,  and  have  none  of  the  violent  nature  which  would 
require  a  still  looser  dress  for  more  freedom  of  motion,  or  a 
lighter  one  to  prevent  the  great  rise  of  temperature  that  is 
the  usual  result  of  violent  and  powerful  gymnastic  move- 
ments. 


26  EDUCATIONAL   GYMNASTICS 

If  the  girls  are  dressed  in  a  common-sense  way,  i.e.,  in  short 
skirts  that  do  not  drag  heavily  on  the  hips,  with  a  blouse  or 
other  loose  waist  and  without  corsets,  they  will  be  able  to 
partake  of  the  gymnastic  exercises  in  the  schoolroom.  If 
gymnastics  are  made  compulsory  in  the  schools,  girls  will  have 
to  dress  accordingly,  and  perhaps  in  that  way  the  much-talked- 
of  u  dress-reform "  can  be  brought  about.  For,  the  average 
girl,  thus  accustomed  to  perfect  freedom  of  motion,  would 
probably  not  be  willing  to  give  up  this  liberty  for  the  sake 
of  wearing  the  conventional  stays,  for  which  she  would  have 
no  more  use,  since  her  muscles  would  then  be  developed  to 
do  the  work  for  which  nature  has  designed  them,  but  which 
a  mistaken  idea  of  beauty  has  transferred  to  steels  and  whale- 
bones. 

As  for  boys,  they  are  always  dressed  for  gymnastics  ;  and  if 
they  remove  their  coats,  and  possibly  their  vests  also,  no  other 
change  need  be  made,  not  even  in  the  gymnasium. 

In  a  gymnasium,  however,  where  more  time  is  allowed  for 
gymnastics,  and  where  there  are  usually  separate  dressing- 
rooms,  it  is  desirable  that  a  regulation  costume  be  worn,  espe- 
cially by  grown  women ;  for,  a  woman's  dress  of  to-day  is 
thoroughly  unfit  to  be  used  for  gymnastic  purposes,  as  it  admits 
neither  of  free  respiration  nor  of  any  other  freedom  of  motion. 
The  best  gymnastic  dress  for  women  is  the  divided  skirt  with 
a  blouse-waist  (Fig.  12).  The  skirts  are  fastened  •  above  the 
knee,  and  fold  over,  reaching  nearly  to  the  ankle.  One  form 
of  dress  (Fig.  13)  consists  of  knee-breeches,  short  skirt,  and 
blouse-waist.  This,  however,  is  less  practical  than  the  other, 
besides  giving  a  more  awkward  appearance.  Those  who  object 
to  wearing  gymnastic  dress  may  wear  a  very  light  skirt  of 
usual  length ;  but  they  will  soon  conform  to  the  regulation 


GENERAL    THEORIES 


27 


dress  on  account  of   the  greater  freedom  of  motion  which  it 
allows. 

The  shoes  should  be  light,  the  best 
kind  —  for  men  as  well  as  for  women 
—  being  low  shoes  with  cloth  tops,  rub- 
ber soles,  and  low  heels  (or  none  at 
all).  The  rubber  sole  has  the  advan- 
tage over  the  leather  that  it  prevents 
slipping,  and  thus  averts  many  an  acci- 
dent. Low  shoes  are  better  than  high 
ones,  because  they  enforce  a  stronger 
activity  of  the  an- 
kles, and  thus  de- 
velop and  strengthen 
them. 

The     best     gym- 
nastic dress  for  men 
consists  of  shoes 
as  above,  moder- 
ately wide  trou- 
sers   of    flannel    or 

duck,    a   loose  shirt  of   the  same  material 

with  turned-down  collar,  and  a  sailor's  belt. 

The  collar  and  tie  should  not  be  so  large 

that  they  "float  before  the  wind,"  as  they 

will  then  be  in  the  way.     The  whole  dress 

should   be  white,  with   possibly   a   narrow 

ribbon  around  the  collar  and  sleeve-linings. 

Fancy  costumes  belong  to  the  circus,  and 

are  not  becoming  in  a  gymnasium.     The  low-necked  and  sleeve- 

less shirt  is  hardly  decent  in  any  other  place  than  one's  own 


FIG.  12.  —  DIVIDED  SKIRT, 
BLOUSE  WAIST. 


QYMWAi 


28  EDUCATIONAL   GYMNASTICS 

room  when  no  one  is  present ;    besides,  the  naked    neck   and 
arms  are  liable  to  get  chafed  from  the  apparatus. 

For  ordinary  gymnasium  work  it  will  be  sufficient  for  a  man 
to  remove  his  collar,  cuffs,  coat,  vest,  and  suspenders,  and  to 
change  his  boots,  as  this  takes  but  little  time.  His  gymnastic 
dress  he  may  save  for  exhibitions,  to  give  a  more  harmonious 
look  to  the  class  work. 


PART   II 

MOVEMENTS    OF   THE    SWEDISH    SYSTEM 
OF    GYMNASTICS 


DEFINITIONS  AND  GENERAL  THEORIES. 

"  THE  oneness  of  the  human  organism,  the  harmony  between 
mind  and  body,"  constitutes  the  fundamental  principle  of  Ling's 
gymnastics.  This  harmony  is  preserved  and  developed  in  the 
healthy  by  gymnastic  movements,  aided  by  hygienic  agencies, 
such  as  fresh  ah*,  food,  drink,  sleep,  dress,  etc. 

A  gymnastic  movement  is  a  movement  that  has  a  definite 
space,  time,  and  force.  "•  Stretching  a  limb  or  making  frictions 
along  a  muscle,  nerve,  or  vessel,  in  a  direction  and  manner  and 
with  a  velocity  and  force  all  previously  determined,  and  for  a 
distinct  purpose,  are  instances  of  gymnastic  movements." 

The  limits  of  a  movement  are  determined  by  the  laws  of 
gravitation  and  by  the  sphere  of  activity  of  the  muscles.  If 
the  movement  is  not  in  conformity  with  the  laws  of  the  organ- 
ism, it  not  only  loses  its  value,  but  it  may  also  prove  injurious. 
Hence  the  anatomical  structure  and  the  physiological  activity 
of  the  body,  as  related  to  motion,  should  be  familiar  to  those 
who  apply  or  superintend  gymnastics. 

A  movement  is  a  change  from  one  position  to  another,  — a 
chain  of  intermediate  positions ;  and  it  is  rendered  exact  when 
the  commencing  position,  terminating  position,  the  line  of 
motion,  and  the  rhythm  of  action  are  clearly  and  severally 
determined.  An  accurate  movement  can  be  done  only  from  a 


30  EDUCATIONAL   GYMNASTICS 

correct  commencing  position  ;  and  if  it  is  correctly  executed, 
the  terminating  position  should  be  as  correct :  hence  the  posi- 
tion that  a  movement  creates  is  the  surest  means  by  which  we 
can  judge  of  the  value  of  the  movement.  A  point  to  be  remem- 
bered is,  that  when  a  movement  is  disfigured,  it  generally  does 
more  harm  than  good ;  or,  a  movement  has  the  best  effect  on 
the  organism  when  it  is  performed  in  a  graceful  or  beautiful 
manner ;  or,  to  quote  Ling,  "  a  correct  position  is  the  first  con- 
dition for  the  utmost  beauty  and  power  of  action, —  for  complete- 
ness and  decision." 

If  we  remember  that  every  muscular  effort  is  involuntarily 
preceded  by  an  increased  inhalation,  and  also  that  a  contract- 
ing muscle  absorbs  about  double  the  amount  of  oxygen  that  it 
does  while  at  rest,  we  easily  understand  why  free  respiration 
is  absolutely  necessary  in  all  exercise,  and  also  why  the  great- 
est importance  must  be  laid  upon  the  development  of  the 
respiratory  organs.  If  a  position  or  a  movement  interferes 
with  free  respiration,  it  must  be  rejected.  With  reference  to 
this  point,  Hj.  Ling  says  that  "  every  correct  active  movement, 
executed  with  undivided  attention  and  intense  will-power,  is 
to  be  considered  in  a  measure  as  a  respiratory  movement. 
This  condition  is  expressed  to  every  experienced  eye  by  the 
way  the  head,  neck,  shoulders,  chest,  etc.,  are  carried,  and  is 
lost  by  so  slight  a  thing  as  a  fall  of  the  eyelids,  etc.  This  is 
true  of  all  positions  and  movements,  from  the  simplest  to  the 
most  complicated.  .  .  .  Hence  all  execution  depends  not  only 
upon  the  quantity,  but  also  upon  the  quality,  even  in  jumping. 
.  .  .  There  is  no  greater  mistake  than  to  suppose  that  there 
could  be  any  one  active  position  deviating  from  this  simple 
rule.  .  .  .  Hence  the  necessity  of  making  a  distinct  difference 
between  standing,  sitting,  kneeling,  passive  positions,  and  the 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  31 

corresponding  active  ones :  the  former  express  rest  or  lack  of 
attention,  the  latter  activity  and  readiness  for  work."  The 
little  word  "  Breathe ! "  should  be  frequently  used  during  a 
lesson  in  gymnastics,  so  as  to  make  sure  that  no  one  is  forget- 
ting to  comply  with  this  important  law  of  nature. 

According  to  the  point  of  view  from  which  they  are  consid- 
ered, movements  may  be  classified  in  widely  different  ways. 
Physiologically,  movements  are:  1.  Voluntary, — those  that 
are  the  condition  of  meditated  action.  2.  Involuntary,  —  those 
over  which  the  will  has  no  control,  such  as  the  heart's  action, 
the  movements  of  the  stomach  and  intestines,  etc.  Or,  move- 
ments may  be  spoken  of  as  simple  and  complicated  (compound, 
complex),  etc.  All  these  classifications  belong  to  the  general 
kinesiology  (science  of  movements),  and  hence  need  no  mention 
here.  Gymnastically,  movements  are  active,  passive,  resistive, 
and  assistive.  The  last  three  classes  belong  to  medical  gymnas- 
tics, and  will  not  be  described  here,  even  though  some  of  their 
forms  may  be  borrowed  and  used  in  educational  gymnastics. 
An  active  movement  is  a  minutely  determined,  voluntary, 
muscular  movement.  In  gymnastics  it  must  have  a  distinct 
gymnastic  purpose,  in  contrast  with  other  voluntary  move- 
ments. 

Physiology  teaches  us  that  every  muscular  movement  should 
be  considered  as  having  three  phases :  1.  The  nerve  and  muscle 
are  getting  ready  to  work,  and  yet  there  is  no  visible  move- 
ment. 2.  The  muscle  contracts.  3.  The  muscle  relaxes,  or 
returns  to  its  former  length  ("medium  position").  For  this 
reason  a  movement  begins  and  ends  slowly  and  with  but  little 
*force,  whereas  during  the  intermediate  period  the  speed  may 
be  increased,  as  the  force  grows.  As  a  rule,  it  may  be  said 
that  it  is  easier  to  do  a  movement  quickly  or  with  moderate 


32  EDUCATIONAL   GYMNASTICS 

speed,  than  it  is  to  do  the  same  movement  slowly.  In  this 
way,  one  and  the  same  movement  repeated  may  serve  as  its 
own  progression,  simply  if  the  speed  of  motion  is  changed. 
This,  however,  does  not  refer  to  all  gymnastic  movements,  for 
there  are  movements  which  should  always  retain  all  their 
original  speed  in  order  to  keep  their  gymnastic  character 
and  effect ;  and,  at  the  same  time,  there  are  others  which  are 
to  be  executed  slowly,  even  when  first  used.  This  will  be 
better  understood  through  the  description  of  movements  which 
follows. 

For  ease  of  description,  a  great  many  authors  have  classified 
movements,  as  head-movements,  arm-movements,  leg-movements, 
etc.  In  this  book  the  exercises  will  be  classified  as  on  page  5, 
with  the  difference  that  after  the  introductions  will  be  placed 
leg-movements,  which  class  will  contain  introductory  leg-move- 
ments as  well  as  balance-movements  and  slow  leg-movements, 
as  this  arrangement  will  somewhat  simplify  the  descriptions 
and  thus  save  space. 

Each  movement  will  be  supplied  with  its  command.  To 
abbreviate  the  latter,  it  will  be  written  like  the  following 
example  :  "  Left  (r.)  foot  forward  place  and  arms  upward  — 
stretch!  Trunk  to  the  left  (r.) — bend!"  this  meaning  that 
when  the  left  foot  is  placed  forward,  the  body  should  be  bent 
to  the  left,  whereas  if  the  right  foot  is  forward,  the  body  is 
bent  to  the  right.  The  movement  should  be  repeated  at  least 
three  times  to  one  side,  before  the  commencing  position  is 
changed  and  it  is  executed  to  the  other  side. 

To  shorten  the  nomenclature,  the  following  abbreviations 
have  been  used.1  The  capitals  denote  the  various  parts  of  the 
body;  whereas  small  letters,  or  a  capital  followed  by  small 
letters,  indicate  the  position  and  movement.  Tims :  — 

1  See  page  273  for  complete  list. 


MOVEMENTS  OF  THE   SWEDISH  SYSTEM 


33 


A..  •=.  arm. 

B.  =  back. 

F.  =  foot. 

H.  =  head. 

K.  =  knee  (Kn.). 

L.  =  leg. 

T.  =  trunk. 

abd.  =  abduction. 

add.  =  adduction. 

circ.  —  circumduction. 

backw.  =  backward. 

cr.  =  crook  (refers  to  leg). 

elev.  —  elevation. 

ext.  —  extension. 

fall.  —  the  trunk  bent  back\v. 

flex.  —  flexion. 

flg.  or  fling.  —  flinging. 

forw.  —  forward. 


gr.  =  grasp. 

hang.  =  hanging. 

hlf  •  =  half  (when  only  one  leg  or  arm  is  used). 

hor.  =  horizontal. 

1.  =  left. 

ly.  =  lying. 

pos.  =  position. 

r.  =  right. 

rot.  =  rotation. 

sidew.  =  sideways. 

sitt.  =  sittmg. 

st.  =  standing. 

std.  =  stride  (refers  to  the  feet). 

stp.  —  stoop  (trunk  bent  forward). 

str.  =  stretch  (refers  to  the  arms). 

swim.  —  swimming. 

turn.  =  the  trunk  rotated. 

yd.  —  yard  (refers  to  the  arms),  etc. 


The  nomenclature  may  at  first  seem  odd,  but  the  teacher  will 
soon  become  familiar  with  it  and  find  it  a  great  help. 

To  save  repetition  in  the  descriptions,  the  exercises  within 
each  class  are  grouped  together  according  to  commencing  posi- 
tions, wherever  this  can  be  done.  Thus  the  descriptions  do  not 
follow  any  progression ;  but  after  each  class  is  given  a  list,  in 
which  the  exercises  are  enumerated  in  progressive  order,  the 
list  merely  giving  their  names.  These  progressive  lists  do  not 
claim  to  be  correct  in  every  particular,  but  they  may  prove  a 
valuable  help  to  the  teacher,  when  he  has  to  make  out  his  own 
tables  of  exercises. 


INTRODUCTORY  EXERCISES. 

Introductions  are  exercises  used  at  the  beginning  of  each 
lesson  to  gain  general  muscular  control,  to  correct  the  base 
and  balance,  and  to  improve  the  attention.  At  first  only 
simple  leg-movements  are  used,  such  as  taking  the  various 
walk-standing  positions,  and.  changing  feet,  etc.  As  the  class 


34  EDUCATIONAL   GYMNASTICS 

advances,  we  add  one  or  more  exercises  to  these,  so  that,  for 
an  advanced  class,  a  complete  table  of  exercises  should  contain 
before  the  arch-flexions  a  respiratory  movement,  leg-movements, 
arm-movements,  a  lateral  trunk-movement,  and  exercises  for 
order  and  rhythm.  These  movements  are  chosen  from  among 
those  which  have  been  done  at  some  previous  lesson,  so  that 
they  now  require  but  little  effort,  —  movements  which  we  wish 
to  repeat  so  as  not  to  forget  the  positions  which  they  produce, 
etc.  Some  exercises,  which  do  not  have  a  sufficiently  distinct 
effect  to  belong  to  any  particular  class,  but  which  are  necessary 
as  preparations  for  other  and  similar  movements,  must  be  classi- 
fied as  introductions.  The  first  two  or  three  lessons  for  a  class 
which  has  had  no  previous  gymnastic  training  are  largely  made 
up  of  this  kind  of  exercises.  On  the  other  hand,  there  are 
movements  which,  although  they  are  introductions  to  others 
of  the  same  kind,  yet  have  a  distinct  effect  of  their  own ;  and 
on  that  account  these  exercises  are  not  only  introductions,  but 
also  what  we  call  real  gymnastic  movements.  Consequently, 
all  exercises  of  this  kind  will  be  described  in  the  various  classes 
where  they  belong,  and  only  such  movements  as  can  have  no 
other  place  will  be  included  under  the  heading  "  Introductions." 
Fundamental  Position  (Fig.  14).  —  The  first  thing  to  teach 
pupils  is  to  take  the  fundamental  standing  position  (fund.  st. 
pos.).  This  corresponds  to  the  position  of  the  soldier,  except 
that  the  feet  are  at  right  angles.  Thus  the  position  is  as 
follows :  heels  together  and  on  the  same  line ;  feet  turned  out 
equally,  and  making  with  each  other  an  angle  of  90°;  knees 
straight,  without  being  stiff ;  the  body  erect  on  the  hips,  which 
are  drawn  slightly  backward ;  the  chest  well  expanded ;  the 
shoulders  drawn  backward  and  downward  so  that  they  are  level ; 
the  arms  hanging  down  of  their  own  weight  close  to  the  body, 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


35 


with  the  hands  extended,  palms  resting  on  the  thighs  "  behind 
the  seams  of  the  trousers  ; "  the  head  erect  with  the  chin  drawn 
in ;  the  eyes  looking  straight  forward,  not  downward ;  the 
weight  of  the  body  carried  by  the  balls  of  the  feet. 

The  angle  of  90°  gives  a  larger  base  than  that  of  60°,  and 
has  the  advantage,  gymnastically,  of 
making  it  easier  to  find  the  direction 
"  sideways  forward,"  this  now  being 
in  direction  of  the  foot,  which  is 
pointed  midway  between  sideways 
and  forward. 

If  a  person  be  knock-kneed,  or 
have  very  large  calves,  he  will  not 
be  able  to  stand  with  his  heels  to- 
gether, but  may  then  be  allowed  to 
have  them  a  little  apart. 

To  make  the  pupils  take  this  posi- 
tion, give  the  command,  "  Attention  !  " 
or,  if  they  already  are  attentive,  but 
standing  in  some  other  position,  and 
you  wish  them  quickly  to  take  the 
fundamental  position,  the  command 
is,  "Position!"  which  means,  "Take 
the  fundamental  position  in  the 
quickest  possible  manner." 

When  a  rest  is  desirable,  you  command,  "  In  place  —  rest!" 
which  allows  the  pupils  to  take  easy  positions,  and  talk,  provided 
one  heel  is  always  kept  in  place.  If  you  wish  them  to  stand  in 
easy  positions  without  talking,  you  command,  "Stand  —  at  edse!" 

How  to  Arrange  the  Class.  —  Before  the  lesson  (in  a  gym- 
nasium) begins,  at  the  command,  '•'•Fall  in  ranks!"  the 


FIG.  14.— STANDING  POSITION. 


36  EDUCATIONAL   GYMNASTICS 

class  forms  in  two  ranks,  one  behind  the  other.  Arrange 
the  class  so  that  the  tallest  one  stands  as  first  man  on  the 
extreme  right  (right  wing)  in  the  first  (front)  rank,  the  next 
one  in  size  behind  him  as  first  man  of  the  second  (rear)  rank  ; 
the  next  two  tallest  are  placed  in  the  same  way  on  the  left 
wing  (the  extreme  left)  ;  and  this  way  you  arrange  the  whole 
class  so  that  the  smallest  ones  stand  in  the  middle  of  each  rank. 
If  the  class  consists  of  an  odd  number  of  pupils,  an  empty 
space  is  left  in  the  second  (rear)  rank  next  to  its  last  man  on 
the  left  wing. 

To  get  the  ranks  in  a  straight  line,  and  to  correct  distances, 
command,  '•'•Right  —  dress!""  All,  except  the  first  man  on 
the  right  wing  of  the  first  rank,  turn  their  heads  quickly  to  the 
right,  and  move  by  little  steps  so  that  they  are  all  in  a  line, 
the  men  of  the  second  rank  standing  behind  those  of  the  first 
and  one  step  back.  At  the  command  "  Frdnt ! '"  the  heads  are 
again  turned  quickly  forward.  The  men  of  the  first  rank 
should  stand  so  far  apart  that,  if  each  one  slightly  raises 
his  right  arm  with  the  elbow  a  little  bent,  it  touches  the  left 
arm  of  the  next  man  on  his  right ;  this  adjustment  of  distances 
takes  place  while  the  "  right  —  dress  "  is  being  executed. 

If  it  is  desirable  to  have  the  pupils  at  a  greater  distance  from 
each  other,  command,  u  Whole  distance,  right  —  dr^ss  !  "  when 
all  the  pupils  except  the  first  man  on  the  right  wing  of  each 
rank  march  to  the  left  flank  ;  each  one  halts  as  soon  as  he  is  so 
far  away  that  he  can  just  touch  the  left  shoulder  of  the  pupil 
on  his  right  side  with  the  fingers  of  his  outstretched  right  arm. 
The  pupils  keep  their  right  arms  lifted  and  their  heads  turned 
to  the  right,  until  the  teacher  commands,  " Frtint  /"  If  a  still 
greater  distance  is  desired,  the  teacher  commands,  "Double 
distance,  right  —  dress  !  "  This  is  done  on  the  same  principles, 


MOVEMENTS  OF  THE   SWEDISH  SYSTEM  37 

except  that  the  pupils  stretch  both  arms  sideways,  and  halt  so 
far  apart  that  their  fingers  touch. 

Open  Orders.  —  The  ranks  are  opened  at  the  command,  "  Open 
ranks  —  march  !  "  The  second  rank  takes  two  steps  backward, 
beginning  with  the  left  foot,  and  halts  (count  "Owe,  two,  three!" 
if  you  so  .wish),  taking  care  to  form  an  even  line. 

To  open  orders,  command  first,  "Count  —  twos!""  Within 
each  rank  the  first  man  on  the  right  says  "Owe,"  while  he  turns 
his  head  to  the  left ;  upon  hearing  this  the  second  one  turns  his 
head  to  the  left  and  says  "  Two"  the  third  one  says  "  One"  the 
fourth  one  says  "  Two"  and  so  on  all  through  the  rank.  If 
the  ranks  are  closed,  only  the  first  rank  counts,  the  men  of  the 
second  rank  taking  the  same  numbers  as  those  who  stand  in 
front  of  them.  '  The  next  command  is,  "Numbers  two  (one),  one 
step  backivard —  mdrch!"  The  designated  numbers  take  one 
step  backward  with  the  left  foot,  and  bring  the  right  foot  down 
beside  the  left  one.  For  a  little  practice,  you  may  now  com- 
mand, "Numbers  one  and  two,  change  ranks  —  march!"  The 
twos  take  one  step  forward,  the  ones  one  step  backward,  etc. 

To  close  orders,  command,  "  Numbers  two  (owe),  one  step 
forward  —  mdrch!"  and  then,  "Close  ranks  —  mdrch!"  The 
second  rank  now  takes  two  steps  forward,  beginning  with  the 
left  foot,  and  halts.  For  advanced  classes,  the  shortest  com- 
mand is,  "  Close  orders  —  mdrch  !  "  when  numbers  two  (one) 
step  forward  into  their  places  in  the  respective  ranks,  and  the 
ranks  then  close  as  before. 

Another  and  favorite  arrangement  is  to  count  threes  instead 
of  twos,  and,  after  having  opened  ranks,  to  make  numbers  one 
take  one  step  forward  and  numbers  three  one  step  backward. 
This  arrangement  affords  the  teacher  the  best  survey  of  the 
class. 


38  EDUCATIONAL   GYMNASTICS 

If  the  class  is  facing  the  flank,  at  the  command,  "  Open  ranks 
—  mdrch!"  each  rank  takes  one  step  to  its  respective  side,  so 
that  the  ranks  separate.  To  open  orders,  command,  "Numbers 
two,  one  step  to  the  right  (1.)  —  mdrch  !  "  or,  "  Numbers  one,  one 
step  to  the  right  (7.)  ;  numbers  three,  one  step  to  the  left  (r.)  — 
mdrch  !  "  etc. 

If  space  does  not  admit  of  the  whole  class  in  one  division, 
it  may  be  formed  in  two  divisions,  one  behind  the  other  and  six 
steps  away  from  its  second  rank.  The  commands  will  then  be 
the  same  as  above.  If  there  are  less  than  twelve  pupils  in  a 
class,  they  are  best  arranged  in  one  rank. 

Facings.  —  To  face  to  the  flank,  command,  "  Right  (7.)  — 
face  !  "  The  pupil  turns  on  his  right  (1.)  heel  90°  to  the  right 
(1.),  and  supports  the  motion  by  the  ball  of  his  left  (r.)  foot ; 
when  this  is  done,  he  places  his  left  (r.)  foot  beside  the  right  (1.) 
one  in  fundamental  position.  Facing  to  the  right  is  done  on 
the  right  heel,  facing  to  the  left  on  the  left.  This  is  directly 
opposed  to  American  military  drill,  where  the  turning  is  always 
done  on  the  left  heel,  but  it  is  true  to  the  gymnastic  principle 
which  teaches  that  movements  should  be  done  equally  on  both 
sides.  Half-facing  is  executed  on  the  same  principles,  to  the 
command,  "  Right  (1.*)  oblique  — fdce  !  " 

To  face  the  rear,  command,  "About — fdce!"  On  the  left 
heel  turn  180°  to  the  left,  supporting  the  motion  by  the  ball 
of  the  right  foot.  When  the  semicircle  is  completed,  the  right 
foot  is  placed  beside  the  left  one  in  fundamental  position. 
This  also  differs  from  the  military  drill,  where  the  facing  to 
the  rear  is  a  most  complicated  affair.  The  Swedish  way  of 
turning  always  to  the  left  is  intended  to  make  us  as  well 
balanced  on  the  left  as  we  naturally  are  on  the  right ;  besides, 
the  motion  is  executed  on  exactly  the  same  principles  as  right 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  39 

and  left  face,  which  greatly  simplifies  matters.  Not  to  make 
us  one-sided,  however,  we  should  occasionally  practise  "about — 
face  "  to  the  right,  the  command  being,  "  Right  about  — fdce  !  " 
The  motion  is  then  executed  on  the  right  heel,  and  supported 
by  the  ball  of  the  left  foot.  An  occasional  "right  about- 
face,"  is  a  good  means  of  wakening  a  sleepy  class,  or  of  refresh- 
ing the  attention  a  little. 

In  all  facings,  the  arms  should  be  kept  close  to  the  body 
and  the  shoulders  level. 

During  a  lesson  in  gymnastics,  the  class  should  usually  be 
facing  the  flank. 

Marching. —  Although  marching  does  not  strictly  belong  here, 
we  will,  however,  describe  it  in  connection  with  the  above 
movements,  since  it  forms  part  of  the  standard  "drill."  We 
totally  discard  the  "  balance-step,"  and  similar  exercises,  as 
being  too  antique  for  modern  drill.  To  start  the  class,  com- 
mand, "  Class,  fomvard  —  mdrch  !  "  when  every  pupil  immedi- 
ately begins  marching  by  bringing  the  left  foot  forward  first, 
the  right  one  following  with  a  speed  of  a  hundred  and  fourteen 
to  a  hundred  and  sixteen  steps  a  minute ;  the  length  of  each 
step  should  (for  adults)  be  about  two  feet  and  a  half.  In 
marching,  the  chest  should  be  carried  well  forward  and  the 
head  erect.  The  shoulders  should  be  kept  level,  and  to  pre- 
vent them  from  swinging  forward  and  backward,  the  arms 
should  oscillate  in  even  rhythm  with  the  legs  by  a  slight  flexion 
and  extension  of  the  forearm,  the  limbs  of  opposite  sides  moving 
simultaneously.  As  the  foot  touches  the  ground,  knee  and 
instep  should  be  extended  so  that  the  ball  of  the  foot  and  the 
heel  touch  the  ground  simultaneously.  If  the  heel  strikes  first, 
the  step  loses  its  elasticity. 

To  increase  the  length  of  the  steps,  command,  "Long  steps 


40  EDUCATIONAL   GYMNASTICS 

—  mdrch !  "  when  the  steps  are  increased  to  about  three  feet. 
To  regain  the  ordinary  length,  command,  '•'•Ordinary  —  mdrch!" 
when  the  steps  are  again  shortened.  To  shorten  the  steps  to 
about  a  foot  and  a  half,  command,  "  Short  steps  —  mdrch !  " 
and  again,  "  Ordinary  —  mdrch  !  "  The  short  steps  should  be 
a  little  more  marked  than  ordinary  marching.  If  you  wish 
to  keep  the  class  marching  in  the  place  where  they  stand,  com- 
mand, "In  place  —  mdrch. ,'"  (or,  "Mark  time  —  mdrch  /"), 
when  the  pupils  slightly  lift  their  feet,  "  and  make  a  semblance 
of  marching,  without  gaining  ground."  If  from  that  you  wish 
to  get  ordinary  march,  command,  "  Forward  —  mdrch  !  " 

Marching  backward  is  done  to  the  command,  "  Backward  — 
mdrch!"  and  resembles  "forward — march,"  except  that  the 
steps  are  now  only  half  as  long  as  in  the  latter. 

If  you  wish  the  class  to  change  step,  command,  "  Change 
step  —  mdrch  !  "  The  foot  that  is  behind  is  placed  beside  the 
front  one,  instead  of  passing  it,  and  the  latter  takes  a  new 
step  forward.  A  continuous  change  of  step  ("  With  change  of 
steps,  class  forward  —  mdrch!'''),  a  movement  somewhat  resem- 
bling polka,  is  an  excellent  means  of  quieting  down  the 
rhythm  of  marching,  if  it  has  grown  too  rapid.  Besides,  this 
form  of  semi-dance  is  excellent  for  developing  a  graceful  and 
light  step.  Care,  however,  should  be  taken  that  the  step 
does  not  become  too  elastic,  as  is  often  apt  to  be  the  case. 
On  the  other  hand,  the  short  step  usually  quickens  the 
rhythm. 

If  the  class  does  not  keep  time,  command,  "Mark  every 
three  (Jive}  steps  —  mdrch!"  At  every  third  step  the  foot  is 
put  down  with  an  increased  pressure,  knee  and  instep  being 
stretched  as  usual.  The  pupils  should  not  be  allowed  to  slam 
the  foot  down  with  bent  knee,  trying  to  make  all  possible 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  41 

noise.  Always  make  the  marking  occur  on  odd  steps,  so  that 
it  will  be  done  by  each  foot  alternately. 

Running  takes  place  at  the  command,  "  Double  quick  — 
mdrch ! "  when  the  whole  class  simultaneously  come  forward 
with  a  speed  of  about  a  hundred  and  sixty-five  steps  a  minute. 
In  running,  the  body  should  be  gently  inclined  forward,  the  head 
thrown  back,  and  the  mouth  closed.  The  forearms  should  be 
lifted  to  horizontal  position,  with  firmly  closed  hands,  the 
elbows  well  backward  and  close  to  the  body.  The  forearm  is 
moved  in  a  straight  line  slightly  forward  and  backward  in 
rhythm  with  the  legs.  The  steadier  this  motion  is,  the  easier 
is  it  to  breathe  naturally  and  deeply.  A  distinguished  Swedish 
writer  has  described  walking  as  being  "a  constant  falling 
forward,  where  the  weight  of  the  body  is  received  by  each  leg 
alternately ; "  and  this  is  still  more  true  of  running.  If  you 
once  know  how  to  run  with  the  least  expenditure  of  energy, 
this  form  of  motion  is  no  more  fatiguing  than  walking,  —  for 
short  distances  at  least. 

Running  becomes  more  elastic  and  less  exhausting  if  done 
on  tip-toe.  Command,  "  On  tip-toe  —  mdrch!"  .  .  .  "Double 
quick  —  mdrch ! "  To  regain  ordinary  march  from  running, 
command,  "  Common  time  —  mdrch  !  " 

To  Halt.  —  If  the  class  is  marching,  and  you  wish  them  to 
stop,  command,  "  Class  —  halt ! "  The  class  take  one  more 
step,  and  bring  the  backward  foot  down  beside  the  other  one 
(thus  you  count,  "one,  two").  If  the  marching  is  done  on 
tip-toe,  the  halt  is  done  on  tip-toe,  and  the  heels  are  then 
lowered  (count,  "one,  two,  three").  If  halt  is  commanded 
from  double-quick,  the  class  take  three  more  steps,  and  halt 
(count  "one  .  .  .  four,"  and  "five"  if  on  tip-toe). 

For  other  forms   of  marching,  see    the  "  Standard   Infantry 


42  EDUCATIONAL   GYMNASTICS 

Tactics."  A  great  many  of  the  above  commands  and  move- 
ments differ  from  those  given  in  the  book  just  named,  but  are 
more  modern  and  hence  worthy  of  adoption. 

Whereas  tip-toe  marching  is  to  be  classified  as  a  balance- 
movement,  ordinary  marching  has  more  the  characteristics  of 
slow  leg-movements.  Running  should  always  be  followed  by 
ordinary  marching.  Marching  and  running  are  usually  put 
in  somewhere  in  the  middle  of  the  table  of  exercises,  and  they 
should  form  part  of  every  lesson  in  gy^nnastics.  That  they  are 
necessary,  no  one  will  deny ;  for,  as  the  Swedish  proverb  says, 
"As  we  stand  and  walk,  so  shall  we  act." 

Close  St.  Pos.  —  Command,  "Feet  —  dfoe  !  "  The  balls  of  the 
feet  are  lifted  from  the  ground,  and,  rotating  on  the  heels,  the 
feet  are  brought  quickly  together  so  that  their  insides  touch, 
when  they  are  again  placed  wholly  on  the  floor.  To  resume 
fundamental  position,  command,  '•'•Feet — 6pen!"  The  feet 
are  turned  out  on  the  same  principles  as  above.  During  the 
whole  •movement,  the  body  should  still  gravitate  forward  as 
in  fundamental  position,  and  be  as  immovable  as  possible. 
This  movement  is  used  to  correct  the  base  —  whenever  you  see 
that  some  pupils  are  standing  with  the  feet  unevenly  turned 
out.  If  the  movement  does  not  immediately  produce  the 
desired  effect,  it  should  be  repeated  twice  or  more.  In  such 
a  case,  command,  "  Feet  close  and  open  —  tine  !  Tw6  !  "  or  "  The 
same  —  one  !  Tw6  !  "  'The  close  st.  pos.  is  used  as  commencing 
position  for  various  exercises. 

Wing  St.  Pos.  (Fig.  15).  —  In  many  movements  it  is  desirable 
to  fix  the  arms  so  as  to  gain  better  muscular  isolation.  This  is 
done  either  by  resting  the  hands  on  the  hips  or  locking  them 
together  behind  the  neck.  The  former  position  is  called  wing 
pos.  (wing  st.,  wing  sitt.,  etc.),  on  account  of  the  arms  resem- 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


43 


bling  the  wings  of  a  bird.  The  command  is,  "Hip*  — firm  !  " 
The  hands  are  quickly  lifted,  and  grasp  the  waist  firmly  just 
above  the  hips.  The  fingers  are  held  together  in  front  and  the 
thumbs  are  behind ;  the  palms  of  the  hands  rest  fully  on  the 
hips,  and  the  elbows  are  slightly  drawn  backward.  In  this 
position  the  trunk  is  better  isolated  from  the  abdomen  and  legs, 
so  that  movements  of  parts  on  either  side  of  the  waist  are  more 
easily  confined  to  prescribed  parts  alone.  Besides,  the  respira- 
tory muscles  get  a  firmer  support,  respiration  thus  becoming 


FIG.  15.  — WING  ST.  Pos. 

freer.  (If  the  thumbs  are  in  front  and  the  fingers  behind,  the 
humeri  become  rotated  forward,  thus  compressing  the  chest 
and  pushing  the  shoulders  forward  —  all  faults.)  A  common 
fault  is  to  draw  the  elbows  too  much  backward. 

Rest  St.  Pos.  (Fig.  16),  so  called  on  account  of  its  restful 
feeling.  Command,  "Neck — firm!"  The  hands  are  quickly 
lifted,  and  grasp  the  neck  below  the  occiput,  with  fingers  locked 
together,  elbows  carried  well  backward,  and  head  remaining 
erect.  A  common  fault  is  that  of  bringing  the  elbows  for- 
ward, thus  pushing  the  head  forward  and  compressing  the  chest. 


44  EDUCATIONAL   GYMNASTICS 

To  prevent  this  it  is  allowable  to  let  the  fingers  touch  (by  the 
tips)  instead  of  locking  them.  In  this  position,  the  upper  arms 
being  lifted,  the  chest  is  much  more  expanded  than  in  st.  or 
wing  st.  positions  ;  and  the  axillary  artery  being  extended,  the 
blood  flows  more  easily  to  the  arm.  In  many  movements,  the 
rest  st.  pos.  is  more  powerful  than  the  wing  st.  one,  the  lever 
for  the  weight  (the  trunk  -j-  the  raised  arms)  being  longer. 
The  position  should  not  be  used  until  (by  shoulder-blade  move- 
ments) the  shoulders  have  -been  rendered  flexible  enough  to 
prevent  a  too  faulty  posture. 

St.  H.  Backw.  Flex.  (Fig.  17).  —  Command,  "Head  backward 
—  bend  f"  The  head  is  bent  slowly  backward  without  chang- 
ing the  posture  of  the  rest  of  the  body.  At  the 
command,  '•'•Upward  —  stretch  /"  the  head  is  slowly 
raised,  the  chin  being  first  drawn  in.  When  done 
for  the  first  time,  it  is  safest  to  make  the  pupils 
take  wing  pos.,  before  doing  the  movement. 
Whenever  the  class  have  "hanging"  heads,  you 
order  this  movement  two  or  three  times  in  order 
to  correct  the  posture.  This  is  especially  neces- 
Fia.i7.—H.  FLEX.  saiT  after  exercises  which  are  likely  to  push  the 

BACKW.  AND      ,        ,  £  , 

FORW.         head  forward. 

St.  H.  Forw.  Flex.  (Fig.  17).  —  After  some  practice  the  head 
may  also  be  bent  forward  at  the  command,  '•'•Head  forward  — 
bend  !  "  "  Upward  —  stretch  !  "  The  head  is  tipped  forward, 
with  the  chin  drawn  in,  as  far  as  good  posture  will  allow. 
This  movement,  should  be  immediately  followed  by  head  flexion 
backward. 

St.  H.  Sidew.  Flex.  (Fig.  18).  —  Command,  "Head  to  the  left 
(r.)  —  bend!"  "Upward  —  stretch!"  The  movement,  prac- 
tised alternately  to  each  side,  should  be  ended  by  a  head  flexion 
backward. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


45 


St.  H.  Rot.  (Fig.  19).  —  The  head  is  rotated  to  either  side  at 
the  command,  '•'•Head  to  the  left  (r.) —  turn!"  "Head  for- 
ward —  turn  f  "  The  head  must  not  be  turned  so  far  that  the 
shoulders  are  out  of  line.  When  done  for  the  first  time,  the 
movement  is  executed  slowly  ;  later  on,  however,  it  takes  place 
with  utmost  speed  at  the  command,  '•'•Head  rotation,  to  the  left 
(r.),  right  (7.),  and  forward  —  6ne  !  Tio6  !  ThrSe  /  "...  In  this 
form  it  is  used  a  great  deal  to  keep  the  pupils  busy  in  a  posi- 


FIG.  18.— H.  FLEX.  SIDEW. 


FIG.  19.  —  WG.  ST.  H.  ROT. 


tion  which  we  wish  them  to  hold  for  some  time,  so  as  to  get  the 
utmost  effect  out  of  it.  When  done  slowly,  the  movement  is 
suitably  followed  by  head  flexion  backward,  as  the  head  invol- 
untarily glides  slightly  forward  when  being  turned  to  the  side. 

St.  H.  Rot.  w.  Flex.  —  Command,  "Head  to  the  left  (r.~) — 
turn  !  (In  this  position)  Head  forward  —  bend  !  Head  back- 
ward —  bend  !  Upward  —  stretch  /  "  .  .  .  The  head  is  bent 
obliquely  in  direction  of  the  face  and  occiput. 

All  these  movements  tend  to  improve  the  posture  of  the  head 
by  strengthening  the  muscles  of  the  neck. 


46  EDUCATIONAL   GYMNASTICS 

LEG-MOVEMENTS. 

In  this  class  are  included  introductory  leg-movements,  as  well 
as  balance-movements  and  slow  leg-movements.  These  are 
related  as  follows : 

An  exercise  which  has  the  distinct  character  of  a  balance- 
movement,  —  the  difficulty  of  keeping  the  equilibrium  making 
it  a  balance-movement,  —  and  has  been  practised  as  such, 
ceases  after  some  time  to  produce  any  effort  towards  mainte- 
nance of  good  balance,  and  then  ceases  for  that  individual  (or 
class)  to  be  a  balance-movement.  After  that  it  may  be  used 
as  an  introductory  exercise,  beside  other  introductory  leg- 
movements  ;  or,  if  it  be  done  in  slow  rhythm,  it  may  some- 
times serve  as  a  slow  leg-movement. 

The  slow  leg-movements  are  either  borrowed  from  the 
balance-movements,  or  they  contain  exercises  where  the  passive 
extension  of  one  group  of  muscles  is  produced  by  the  activity 
of  certain  other  groups,  the  active  movement  requiring  but 
little  effort.  To  go  into  an  elaborate  explanation  of  the  effects 
of  these  movements,  is  not  within  the  scope  of  this  book. 
Suffice  it  to  say,  that  these  movements  are  used  whenever  the 
heart-beat  has  been  too  much  accelerated  by  another  movement, 
which  they  then  immediately  follow. 

A  progressive  table  of  the  balance-movements,  and  another 
of  the  slow  leg-movements,  will  be  found  after  the  descrip- 
tion of  the  leg-movements.  The  progressive  arrangement 
of  the  introductory  leg-movements  is  of  less  importance,  and 
may  be  safely  trusted  to  any  teacher  of  average  common 
sense. 

In  many  movements,  the  nomenclature  is  simplified  by 
merely  naming  the  terminating  position.  When  this  is  given, 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  47 

it  naturally  follows  that  the  movement  consists  in  taking  this 
position,  first  to  one  side,  then  to  the  other. 

Walk  St.  a  Pos.  (Fig.  20).  —  Command,  "  (Hips  —firm  /) 
Left  (r.)  foot  sideways  forward — pldee  !  "  The  foot  is  lifted 
and  moved  twice  its  own  length  in  its  own  direction,  and 
placed  on  the  floor  with  a  gentle  pressure,  the  weight  of  the 
body  being  carried  equally  by  both  legs.  "  Change  feet  —  6ne  ! 
Two"!"  At  "one"  the  foot  is  moved  back  into  fundamental 
pos. ;  at  "  two  "  the  other  foot  is  moved  in  its  own  direction  as 
above.  Fundamental  pos.  is  resumed  at  the  command  "  Post- 


\ 


FIG.  20.— WALK  ST.  a  Pos.  FIG.  21.— WALK  ST.  b  I'os.        Fn;.  £>.— WALK  ST.  c  Pos. 

tion ! "  The  foot  may  be  moved  sideways  backward  on  the 
same  principles.  (The  position  may  then  be  named  "Walk  st.  a 
pos.  backw.") 

Walk  St.  b  Pos.  (Fig.  21).  —  Command,  '"(Hips — firm!) 
Left  (r.}  foot  forward  (backlog  —  place  !  "  The  foot  is  lifted 
and  moved  parallel  with  itself  twice  its  own  length  forward, 
and  placed  on  the  ground  with  a  gentle  pressure,  the  body 
being  carried  equally  by  both  legs.  "  Change  feet  —  6ne ! 
Tw6  /"  on  the  same  principles  as  above.  The  movement  is 
done  backward  as  well. 

Walk  St.  c  Pos.  (Fig.  22). —  Command,  "  (Hips — firm!) 
Feet  —  d6se  !  Left  (r.)  foot  forward  (backw.)  —  place  ! " 


48  EDUCATIONAL   GYMNASTICS 

The  foot  is  moved  twice  its  own  length  in  its  own  direction. 
Care  .is  taken  to  keep  the  feet  pointing  straight  forward. 
"  Change  feet  —  6ne,  tw6  !  "  etc. 

Stride  St.  Fos.  (Fig.  23).  —  Command,  "Left  (r.)  foot  side- 
ways —  pldce  !  "  The  foot  is  moved  parallel  with  itself,  twice 
its  own  length  straight  to  the  side,  and  placed  on  the  ground, 
so  that  the  heels  are  still  on  the  same  line,  parallel  with  a  line 
through  the  shoulders ;  the  feet  are  equally  turned  out,  the 
knees  straight,  and  the  body  carried  equally  by  both  legs. 
For  beginners  the  movement  is  best  given  the  following  form  : 
Command,  '•'•Feet  sideways  place  —  6ne!  Tied!"  At  "owe" 


FIG.  23. —STRIDE  ST.  Pos.  FIG.  24. —  CROSSWISE  ST.  PCS. 

the  left  foot  is  moved  its  own  length  to  the  left ;  at  "  two  ''  the 
right  foot  is  moved  its  own  length  to  the  right.  The  fault  of 
carrying  the  weight  principally  on  one  leg,  which  easily  arises 
when  only  one  foot  is  moved,  is  by  this  means  prevented. 
When  the  movement  has  been  done  this  way,  the  pupils  take 
fundamental  position  at  the  command,  "  Position —  6ne  !  Tiv6!  " 
the  movement  beginning  by  the  left  foot  being  moved  its  own 
length  to  the  right.  When  the  right  foot  is  placed  beside  the 
left  one,  the  arms  take  fundamental  position  (if  they  were  in 
any  other  position  before). 

Crosswise  St.  Pos.  (Fig.  24).  —  Command,  "  Left  (r.)  foot 
crosswise  forward  (backw.*)  — pldce  !  "  The  foot  is  moved 
parallel  with  itself  in  direction  of  the  other  foot,  and  placed 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


49 


on  the  floor,  the  distance  between  the  heels  being  a  little  less 
than  twice  the  length  of  the  foot.  Care  should  be  taken  to 
keep  the  shoulders  facing  as  before  the  foot  moved.  The  body  is 
carried  equally  by  both  legs.  "Change  feet  —  6ne  I  Tw6 /"  etc. 

After  some  practice,  each  of  the  above  movements  can  be 
practised   in  series  of   four  counts.      Command,  for  instance, 
"Foot-placing    sideivays    forward     in 
four  counts,  beginning  with  the  left  (r.) 
foot  —  6ne!  .   .  .  F6ur  !       The    same-, 
beginning  with    the    right    (Z.)  foot  — 
6ne !  .  .  .  F6ur !  "      Practised   in   this 
way,  these  introductions  improve  the 
conception  of  time  as  well  as  that  of 
space.     Later  on  these  posi- 
tions are  used  as  commenc- 
ing   positions     for    various 
exercises. 

Fallout  St.  a 
PCS.  (Fig.  25).- 
Command,  "  To 
the  left  (r.)  — 
fallout!"  The 
body  is  allowed 
to  fall  in  direc- 
tion of  the  left  (r.)  foot,  which  is  lifted  from  the  floor,  and  moved 
three  times  its  own  length  in  its  own  direction  ;  the  left  (r.)  knee 
is  bent  to  right  angles,  and  remains  so  when  the  foot  is  placed 
on  the  floor.  The  forward  foot  thus  carries  most  of  the  weight 
of  the  body.  The  trunk  and  backward  leg  are  in  a  straight 
line,  the  shoulders  facing  as  before,  and  both  feet  fully  resting 
on  the  floor.  "  Change  feet—  6ne!Tw6! "  (This  needs  no 


50  EDUCATIONAL   GYMNASTICS 

description.)  If  the  movement  is  to  be  done  backward,  the 
command  is  (for  the  position  created  above),  "Backward  to 
the  right  (7.)  — fall  6ut  /"  In  certain  exercises  this  position  is 
used  with  the  trunk  erect  instead  of  inclining.  To  denote  the 
difference,  we  then  use  the  command,  "  Left  (r.)  foot,  large 
step,  sideways  forward  (backtv.~) — place!"  In  either  case, 
when  the  movement  is  practised  for  the  first  time,  arrange  the 
class  so  that  they  stand  one  foot  parallel  to  the  boards  of  the 
floor,  and  the  other  at  right  angles  to  them  (facing  obliquely 
to  the  flank),  as  this  will  help  the  pupils  to  find  the  directions 
in  which  the  feet  should  move. 

Fallout  St.  b  Pos. —  This  position  resembles  the  previous 
one,  except  that  the  foot  is  moved  parallel  with  itself  for- 
ward (backward)  (compare  walk  st.  a  as  related  to  walk  st.  b 
pos.).  Command,  ''Left  (r.)  foot  forward  (backw.) — fall  6ut  /" 
or,  if  the  trunk  is  to  be  erect,  "Left  (r.)  foot  large  step  forward 
(backw.}  — pldce  !  "  The  easiest  way  to  get  this  position  cor- 
rect is  by  moving  the  foot  backward,  especially  if  the  trunk  is 
to  remain  erect.  If  the  backward  foot  is  not  fully  resting  on 
the  floor,  but  has  the  heel  raised,  the  position  is  called 

Toe-support  Fallout  St.  b  Fos.  (Fig.  149,  p.  134).  —  The  com- 
mand for  this  is,  "  Left  (r.)  foot,  toe-supporting,  large  step  back- 
ward— pldce  /"  The  distance  between  the  heels  is  somewhat 
more  than  three  times  the  length  of  the  foot,  and  the  forward 
knee  is  bent  a  little  more  than  in  the  fallout  st.  b  pos.  If  the 
backward  foot  is  inserted  between  two  of  the  stall-bars,  the  posi- 
tion is  called 

Foot  Or.  Fallout  St.  b  Fos.  (Fig.  26).  —  To  get  into  this 
position,  the  pupil  stands  one  step  away  from  the  bars,  turning 
his  back  to  them.  At  the  command,  "Left  (r.)  foot  backward 
— pldce!"  one  foot  is  inserted  between  two  of  the  bars;  and 


MOVEMENTS   OF   THE   SWEDISH  SYSTEM 


51 


at  the  command,  "Forward — fall  6ut!"  the  pupil  jumps  for- 
ward   into    position,   the    backward   knee   being    stretched    to 
its  fullest  -extent.     If   the    backward    foot   is  lifted  free    from 
the  floor,  the  position  is  called 

Hor.  Half  St.  POS.  (Fig.  28).  — For  this  posi- 
tion the  command  is,  "Horizontal  half -standing 
position,  left  (r.)  let/ 
backward  —  lift  !  " 
The  trunk  and  back- 
ward leg  form  a 
graceful  curve,  and 
the  knee  of  the  sup- 
porting leg  is  bent  to 
nearly  right  angles. 

Fallout  St.  c  Pos.  (Fig.  29)  is  like  the  fallout  st.  b  pos.,  but  the 
feet  are  pointed  straight  forward  as  in 
walk   st.   c  pos.     The  distance  between 
the    heels    should    be    three    times    the  --*  v 

length  of  the   foot,  but   may  ;    \'/ 

be    less ;     if    otherwise,    the 
backward  heel  will  be  raised 


FIG.  20.  —  FOOT.  UK.  FALLOUT  ST.  b  Pos. 


FIG.  27.  — FOOT  Gu.  FALLOUT  ST.  6  Pos. 

from    the    floor.       The    fallout   st.  positions,     except   foot   gr. 
fallout   st.  6,  are  not   suitable  for  children    (under  twelve  or 


52 


ED UCA TIONA L   G YMNASTICS 


fourteen  years  of  age),  on  account  of  their  inability  to  get  the 

posture  correct. 

All  the  fallout  st. 
positions  belong 
among  balance-move- 
ments, although  the 
fallout  st.  c  pos.  has 
also  the  character  of 
a  slow  leg-movement 
on  account  of  the 
strong  extension  of 
the  backward  calf. 


FIG.  28.  —  HOE.  HALF  ST. 


posi- 


All  the  positions  from  walk  st.  a  to  fallout 
st.  c  inclusive,  are  to  be  practised  with 
"hips — firm,"  which  command  should  im- 
mediately precede  these  movements.  Thus 
each  of  these  positions  should  have  the 
prefix  "  wing,"  making  them  :  wg.  walk  st. 
a,  wg.  hor.  half  st.,  etc. 

In   nearly  all  of   the*  above 
tions,  the   movement  of    heel-eleva- 
tion  can   be   performed. 

St.  Heel-elev.  (Fig.  30). 
—  Command, 
"  Heels  —  lift  !  " 
The  heels  are 
quickly  raised 
from  the  ground, 
and  the  pupil 

stands  as  high  on  tiptoe  as  possible.     This  position  is  called 
toe  standing.     "Heels  —  sink  / "     The  heels  are  again  lowered, 


FIG.  29. —  FALLOUT  ST.  c  Pos. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


53 


with  moderate  speed,  without  tipping  the  weight  of  the  body 
backward.  On  the  same  principles,  the  following  movements 
are  executed :  — 

Close  st.  heel-elev.  (Fig.  31). 
Stride  st.  heel-elev.  (Fig.  32). 
Walk  st.  a  heel-elev. 
Walk  st.  b  heel-elev.  (Fig.  33). 
Walk  st.  c  heel-elev. 
Crosswise  st.  heel-elev. 

In  the  last  five 
positions,  the  move- 
ments can  be  ar- 
ranged in  series  of 
four  counts.  For 
instance  :  "Foot- 
placing  sideways  for- 
ward with  heel-eleva- 
tion, left  (r.)  foot 
—  6ne!...  F6ur!" 
"  The  same,  right 
(J.)  foot  —  6ne! 
.  .  .  F6ur!"  etc. 
At  the  first  count, 

the  foot  is  moved  out  from  fundamental 
position ;  the  heels  are  raised  at  the 
second  and  lowered  at  the  third ;  and 
at  the  fourth  the  foot  resumes  funda- 
mental position. 

To  increase  the  difficulty  of  balance, 
the  movements,  which  are  first  done  in  wing,  pos.,  are  later 
done  with  the  arms  in  yard,  rest,  and  stretch  positions  (see 


FIG.  31.— CLOSE  ST.  HEEL- 

ELEV- 


Fic.  30.—  CLOSE  ST.  HEEL- 

ELEV. 


54 


ED  UCA  TIONA L   G  YMNA  S TICS 


heaving-movements),  in  the  order  mentioned.     (By  raising  the 

arms,  the  centre  of  gravity  is 
lifted  higher  above  the  base, 
making  the  equilibrium  less  sta- 
ble.) These  movements  are  soon 
used  as  introductions. 

Fallout  St.  a  Heel-elev.  (Fig. 
34).  —  Command,  "(ffip  s  — 
firm!}  To  the  left  (r.~)  —  fall 
6ut !  Heel-e  lev  ati  on  —  6ne  ! 
Tw6!  "  Here  only  the  forward 
heel  is  raised  —  not  both,  as  de- 
scribed by  some  authors.  By  the 
raising  of  the  heel,  the  forward 
knee  is  bent 
still  more.  In 
a  similar  man- 
r—  ner  is  executed 

Fallout  St.  C 
Heel-elev. — 

Command,    after   fallout    st.   c  position    is 
taken,  " Heel-elevation  —  6nelTw6  !  " 

These  two  movements,  always  done  with 
hips  firm,  are  to  be  considered  chiefly  as  slow 
leg-movements :  in  the  first,  the  quadriceps 
extensor  of  the  forward  leg  is  forcibly  active 
(eccentric  contraction) ;  in  the  second,  the 
gastrocnemius  of  the  backward  leg  (passive 
extension).  Heel-elevation  in  fallout  st.  b 
position  is  possible,  but  has  but  little  value,  the  effort  producing 
a  hardly  noticeable  change  in  the  muscular  activity  already 
present  in  the  commencing  position. 


FIG.  32.  —  STRIDE  ST.  HEEL-ELEV. 


FIG.  33.  —  WG.  WALK 
ST.  b  HEEL-ELEV. 


MOVEMENTS    OF    THE'  SWEDISH    SYSTEM 


55 


Alternate  Toe-elev.  —  Command,  "Alternate  toe-elevation — 6ne! 
Tw6!"  .  .  .  The  heels  remain  on  the  ground,  and  the  balls  of 
the  feet  are  alternately  lifted  and  again  put  down  with  a 
slight  pressure,  one  foot  moving  up  as  the  other  one  moves 
down.  (The  speed  is  about  seventy  movements  a  minute.) 
This  is  done  with  or  without  hips  firm.  After  some  practice, 
the  command  is  changed  to  "  Alter- 
nate toe  elevation  —  stdrt !  .  .  .  St6p  !  " 
the  left  foot  being  the  one  first  lifted. 
The  shoulders  should  not  be  tipped 
from  side  to  side,  as  is  apt  to  be  the 
case  ;  nor  should  the  body  cease  to 
gravitate  forward.  When  done 
as  last  described,  the  movement 
is  very  efficient  in  giving  the 
pupils  a  true  concep- 
tion of  rhythm.  To 
increase  this 
effect,  they  may 
be  allowed  to 
put  the  foot 
down  a  little 

more      forcibly  FIG  ^  _  PAUX>DT  gT  a  HEEL.ELEV. 

than  is  usually 

the  case.  This  is  also  a  good  means  of  counteracting  the 
tendency  of  the  pupils  to  increase  the  speed  of  motion. 
Children  usually  find  it  very  amusing  to  do  this  movement ; 
and  in  their  gymnastics  it  is  used  a  great  deal  as  an  intro- 
duction. 

Alternate  Heel  and  Toe-elev.  —  Command,  "  Alternate  heel  and 
toe  elevation  — stdrt!"  (or  6ne  !   Tw6  I  .  .  .  ).     1.  The  heels 


56 


ED UCA  TIONA L   G  YMNA  STICS 


FIG.  36.  —  REACH  GR. 

ST.  ALT.  HEEL  AND 

TOE  ELEV. 


are  raised  and  lowered.  2.  The  balls  of  the  feet  are  raised 
and  lowered,  and  the  movement  is  repeated  until  the  command, 
"  8t6p  !  "  is  given.  The  body  should  not  be 
swaying  backward  and  forward.  For  begin- 
ners the  movement  may  be  done  in  the  reach 
grasp  st.  pos.  (Fig.  35),  in  which  this  sway- 
ing is  not  possible. 

These  two  movements  are  slow  leg-move- 
ments, the  passive  extension  of  the  calf 
(alternating  with  its  active  contraction)  pro- 
pelling the  blood  into  the  legs,  i.  e.,  from  the 
heart. 

In  some  of  the 
above  positions  both 
knees  can  be  bent, 
which  movement  we 
call  double  knee-flexion  (  =  2  Kn. 
flex.). 

St.  2  Kn.  Flex.  (Fig.  36).  Command, 
"  Heels  —  lift  !  Knees  —  bend!  Up- 
ward—  stretch!  Heels  —  sink!"  The 
knees  are  bent  to  right  angles ;  when 
so  bent,  the  position  is  called  courtesy 
standing.  A  common  fault  in  this  po- 
sition is  to  tip  the  trunk  forward  and 
the  seat  backward.  The  knees  should 
be  pointing  in  the  directions  of  the 
feet.  This  movement  is  a  true  balance- 
movement,  to  be  done  with  moderate 
speed ;  but,  as  it  contains  the  intermediate  positions  of  jump- 
ing, after  a  while  the  speed  and  rhythm  should  vary  so  that 


FIG.  36. -ST.  2  KN.  FLEX. 
COURTESY  ST.  Pos. 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM 


57 


the  pupils  may  become  thoroughly  balanced  in  each  one  of 
these  postures.  At  such  times,  the  command  is,  "  Prepare  to 
jump  (or  preparation  for  jump- 
ing)—<fne!  Tw6l  Thrte!  F6ur!" 
a  pause  being  made  between  any 
two  of  the  executory  commands. 
In  this  form  —  in  spite  of  the 
speed  or  motion  —  the  movement 
has  also  the  character  of  a  slow 
leg-movement,  although  when 


FIG.  37.—  STRIDE  ST.  2  KN.  FLEX. 
COURTESY  STRIDE  ST.  Pos. 

used  as  such  it  is  usually  done 
in  very  slow  rhythm. 

On  the  same  principles  com- 
mand and  execute 

Stride  st.  2  Kn  flex.  (Fig.  37). 

Walk  st.  b  2  Kn.  flex. 
FIG.  38.  —  WALK  ST.  a  KN.  FLEX. 

Crosswise  st.  2  Kn.  flex. 

Walk  St.  a  Kn.  Flex.  (Fig.  38).     The  command  is  the  same 


58  EDUCATIONAL   GYMNASTICS 

as  for  double  knee  flexions,  but  the  movement  differs  from  these 
in  that  the  backward  knee  is  bent  the  most,  the  weight  of  the 
body  being  carried  chiefly  by  the  backward  leg.  If  both  knees 
were  equally  bent,  the  difference  between  this  movement  and 
walk  st.  b  2  Kn.  flex,  would  not  be  great  enough  to  warrant  the 
use  of  different  commencing  positions.  Besides,  when  done 
as  described,  the  intermediate  position  (as  shown  in  the  figure) 
is  almost  identical  with  the  fundamental  position  in  fencing,  for 
which  this  movement  will  thus  prepare  the  way.1 

St.  2  Kn.  Flex,  to  Sitt.  Pos.  (Fig.  39).  Command,  "Heel* 
—  lift !  Knees  —  bend  /  flit  !  "  The  knees  are  bent  as  far  as 
muscular  resistance  will  allow ;  the 
heels  come  slightly  apart.  This  po- 
sition is  called  courtesy  sitting.  The 
trunk  should  be  as  erect  as  usual. 
At  the  command,  u  Knees —  stretch  !  ' 
or  "  Upward  —  stretch  !  "  the  knees 
~  are  again  stretched  to  toe  st.  pos.; 
FIG.  39. -2  KN.  FLEX.  TO  SITT.  POS.  and  at  "  Heels  —  sink  !  "  the  heels 

COURTESY  SITT.  Pos.  •,  .  », 

are  lowered.      After  some   practice, 

especially   for  children,    the  movement  may  be   done  in   five 
counts.      Command,  "  Double  knee  flexion  to  sitting  position  — 
6ne!  .  .  .  Five!"      (1.    Heels   lift.     2.    Knees   bend   to    90°. 
3.  Knees  bend  to  sitting  position.     4.  Knees  stretch.     5.  Heels 
sink.)     "  The  same  —  6ne  /  .  .  .  Five  !  "  etc.     When  the  move- 
ment is  done  for  the  first  time,  the  reach  grasp  st.  pos.  (com- 
pare Fig.  35)  may  be  used  to  prevent  loss  of  balance. 
The  movement  can  also  be  done  from  the  stride  st.  pos. :  — 
Stride  St.  2  Kn.  Flex,  to  Sitt.  Pos.,  which  is  done  on  exactly 
the  same  principles. 

1  Fencing  may  be  considered  as  gymnastics  for  advanced  classes;  hence,  one 
should  lead  to  the  other1: 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  59 

In  all  these  2  Kn.  flexs.  (from  st.  2  KQ.  flex,  to  the  one  just 
named  inclusive),  a  progression  is  made  by  having  the  arms  in 
wing,  yard,  stretch,  or  rest  positions ;  by  staying  in  the  cour- 
tesy st.  or  sitt.  position,  while  a  head  rotation  or  2  A.  ext. 
(for  which  see  heaving-movements)  is  being  executed ;  or  by 
combining  the  knee  flexion  with  an  arm  extension.  To  enumer- 
ate all  the  various  movements  to  which  these  combinations 
give  rise,  would  take  too  much  space.  The  following  move- 
ment, as  being  the  most  complicated  one,  may  however  be 
described : 

Bend  Toe  St.  2  A.  Ext.  and  2  Kn.  Flex.  Command,  "  Arms 
upward  bend!  (see  heaving-movements)  and  heels  —  lift! 
Arm  extension  upward  with  knee  flexion  —  6ne!  Two" !  "  .  .  . 
1.  The  arms  are  stretched  up,  and  the  knees  bent.  2.  The 
arms  are  bent,  and  the  knees  stretched.  This  is  especially 
suitable  for  advanced  pupils. 

In  the  various  walk  standing  positions,  as  well  as  in  stride 
st.  pos.,  the  double  knee  flexion  can  be  done  in  series  of  six 
counts.  Thus:  "Foot-placing  sideways  with  double  knee  flex- 
ion, left  (r.)  foot  —  tine!  .  .  .Six!"  1.  Left  foot  sideways 
place.  2.  Heels  lift.  3.  Knees  bend.  4.  Knees  stretch.  5. 
Heels  sink.  6.  Position.  "  The  same,  right  (Z.)  foot  —  6ne! 
.  .  .Six!"  etc.  To  be  done  only  by  advanced  classes.  After 
a  while  the  teacher  leaves  off  counting,  when  the  executory 
command  is,  "Stdrt!"  the  pupils  going  through  the  whole 
movement,  and  taking  the  rhythm  from  those  who  stand 
foremost. 

Toe  Sup.  Walk  St.  b  Kn.  Flex.  (Fig.  41).  Command,  "Left 
(r.)  foot,  toe  supporting,  backward  —  pldce !  "  The  position 
is  like  walk  st.  b  (Fig.  40),  except  that  the  backward  heel 
does  not  touch  the  ground.  "  Right  (l.~)  knee  —  bend!"  The 


60  EDUCATIONAL   GYMNASTICS 

forward  knee  is  slowly  bent  until  the  heel  of  the  (straight) 
backward  leg  touches  the  floor.  This  causes  passive  extension 
of  the  backward  calf,  making  the  exercise  a  slow  leg-movement. 
It  is  apt  to  produce  a  very  faulty  posture  (on  account  of  the 
difficulty  of  attaining  muscular  isolation,  or  confining  the 
movement  to  prescribed  parts  alone),  and  consequently  must 
not  be  given  to  children. 

Instep  Gr.  St.  Kn.  Flex.  (Fig.  43).  The  pupil  stands  at  a 
distance  of  twice  the  length  of  his  foot  from  the  stall-bars 
or  other  apparatus  (Fig.  42).  Command,  '•'•Left  (r.)  foot  back- 
ward— pldce!"  The  foot  is  inserted  between  the  third  and 
fourth  bars,  the  knee  of  this  leg  being  bent.  "Right  (£.)  knee 
—  bend  !  "  The  knee  of  the  carrying  leg  is  bent  as  far  as  the 
extensibility  of  the  quadriceps  of  the  other  leg  will  allow, 
the  trunk  remaining  erect  with  the  hips  brought  well  forward. 
Besides  being  a  slow  leg-movement,  this  exercise  cultivates  the 
flexibility  of  the  knee,  and  thus  improves  the  elasticity  in 
jumping. 

These  two  movements  can  also  be  done  from  rest  or  str.  st. 
positions. 

Heel  Gr.  Half  St.  Kn.  Flex.  The  pupil  stands  facing  the 
stall-bars ;  and,  at  the  command  "  Left  (r.)  foot  forward  — 
pldce !  "  he  puts  this  foot  between  two  bars  at  hip-height  (or 
lower),  or  he  rests  his  heel  on  some  other  convenient  apparatus, 
as  shown  in  Fig.  44.  At  the  command  "  Right  (Z.)  knee  — 
bend ! "  the  knee  of  the  carrying  leg  is  bent,  while  the  sup- 
ported one  remains  straight,  the  trunk  being  erect  or  slightly 
inclined  forward.  The  exercise  produces  a  passive  extension 
of  the  whole  under  side  of  the  straight  leg.  A  similar  effect 
is  received  if  both  knees  remain  straight,  while  the  trunk  is 
bent  forward,  which  exercise  is  named 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  61 


— M~ 


FIG.  40.— TOE  SUP.  WALK  ST.  b  Pos.        FIG.  41.  — TOE  SUP.  WALK  ST.  b  KN.  FLE> 


FIG.  42.  —  INSTEP  GR.  ST.  Pos.  FIG.  43.  — INSTEP  GK.  ST.  KN.  FLEX. 


62 


EDUCATIONAL   GYMNASTICS 


Heel    Gr.  Half    St.  T.   Forw.  Flex.   (Fig.  44).  —  The  commen- 
cing  position   is   the   same    as  above.     The  command  for  the 

movement  is,  "  Trunk  forward 
—  bend!  Upward  — stretch!" 
(Compare  arch-flexions.)  A 
similar  effect  is  also  received 

by 

Str.  Walk  St.  b,  T.  Forw 
Downw.  Flex.  (Fig.  45).  — Com- 
mand, '''•Left  (/*.)  foot  forward 
and  arms  upward  —  stretch!" 
The  forward  foot  is  braced 

against  the  horizontal  bar,  rest- 
FIG.  44.  — HEEL  GK.  HALF.  ST.  T.  FORW. 

FLEX.  ing  on  the  floor  (or  against  a 

platform,  etc.).  "  Forward,  downward  —  bend  !  "  The  trunk 
is  bent  as  far  as  good  posture 
will  allow.  Both  legs  remain 
straight,  and  the  backward  heel 
must  not  leave  the  floor.  "  Up- 
ward —  stretch  !  " 

Half  Wing,  Half  Yard  Gr.  Half  St. 
Kn.  Flex.  (Fig.  46).  —  Command, 
"  Right  (Z.)  side  to  the  bars.  Left 
(r.)  hand  hip  firm,  right  (I.}  hand 
grasp  at  hip-height!  Left  (r.)  leg 
forward  —  lift ! "  The  leg  is 
lifted  straight  forward  to  nearly 
horizontal  position.  " Heel  — 
lift!  Knee  — bend!  Knee  — 
stretch!'}  .  .  .  The  knee  of  the  carrying  leg  is  bent  to  right 
angles  (or  to  sitting  position),  while  the  lifted  leg  remains 


Fir,.  45  -STR.  WALK  ST.  b,  T.  FORW. 
FLEX. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


63 


straight    and    horizontal,   and    the    trunk   erect, 
fault  is  to  tip  the  body  back- 
ward.     This  movement  can 
also   be  done   without    heel- 
elevation.       Instead    of    the 
stall-bars,  the  back  of  a  chair, 
the  shoulder  of  another  pupil, 
etc.,  may  serve  for  support. 
Reach  Gr.  Half  St.  Kn.  Flex. 

(Fig.  47).—  The  pupils  grasp   Z^L^ar^!^ 

the  horizontal  bar,  which  the}^ 

are   facing  (or  the  hands  of 

the  other  pupils,  as  shown  in 

the  figure).    Command,  "Left 

(r.)  leg  forward  —  lift  !   Heel 

—  lift !     Knee  —  bend  !  "  .  . 


A   common 


FIG.  47.  —  REACH  GR.  HALF  ST.  KN.  FLEX. 


performed  in  a  like  manner. 


FIG.  46.  —  HALF  WG.  HALF  YARD  GR.  HALF 
ST.  KN.  FLEX. 

etc.  The  move- 
ment is  executed 
on  the  same  prin- 
ciples as  the  one 
just  described, — 
with  or  without 
previous  heel-ele- 
vation, and  to  90° 
or  to  sitting  posi- 
tion. Without 
support  for  the 
hands  (entirely 
free-standing), 
the  movement  is 
It  is  then  called 


64 


ED UCA  TIONA L   G  YMNA  S TICS 


Reach   Half    St.   Kn.   Flex.    (Fig.    48).  —  This   movement    is 
always  done  without  heel-elevation.      Command,   "Arms   and 

left  (r.)  leg  forward  — 
lift !  Knee  —  bend ! ?'  etc. 
Half  Yard  Gr.  Hor. 
Half  St.  Kn.  Flex.  (Fig. 
49).  —  One  hand  grasps 
the  stall-bars,  the  other 
takes  hip  firm.  Com- 
mand, "  Horizontal  half 
Hf  standing  position,  right 
(Z.)  lea  backward  —  lift ! 

FIG.  48.  —  REACH  HALF  ST.  KN.  FLEX. 

(Performed  as  described 

above.)  Left  (r.)  knee  —  bend  !  "  The  knee  is  bent  as  far  as 
possible.  "  Knee 
—stretch!"  The 
knee  resumes  its 
former  flexion 
(about  90°). 
This  can  also  be 
done  with  previ- 
ous heel-eleva-  L 
tion  and  with 
one  arm  e  x- 
tended  upward 
(h  1  f .  str.  yard 
gr.  hor.  half  st. 
pos.)  as  shown 

,,          ~  Fu;.  49.  —  HALF  YARD  Git  HOR  HALF.  ST.  KN.  FLEX. 

in   the    figure. 

The   movement  can  also   be  free-standing,  and  is  then  called 
Horizontal   Half    St.   Kn.    Flex.  —  It   is   executed    as    above, 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  65 

always  without  heel-elevation.  It  may  be  done  from  wing, 
half  str.  or  str.  pos.  When  only  one  arm  is  extended  upward, 
the  position  may  be  either  left  (r.)  arm  up,  and  left  (r.)  leg 
lifted  backward,  or  vice  versa.  The  last  five  movements  are 
both  balance-movements  and  slow  leg-movements.  Improving 
the  flexibility  of  the  knee,  they  also  improve  the  elasticity 
required  in  jumping.  The  str.  and  half  str.  hor.  half  st.  Kn. 
flex,  are  also  shoulder-blade  move- 
ments, on  account  of  the  difficulty  of 
keeping  the  arms  in  correct  position. 

Crook  Half  St.  Pos.  (Fig.  50). —  Com- 
mand, ''"Left  (r.)  knee  upward  —  bend  /" 
The  leg  is  slowly  lifted  forward  and 
upward  until  the  hip  and  knee  are 
bent  at  right  angles ;  the  instep  is 
stretched,  so  that  the  toes  are  pointing 
downward ;  the  knee  is  pointing  side- 
ways forward.  Common  faults  are 
to  tip  the  shoulders  to  the  opposite 
side,  to  incline  the  trunk  backward, 
and  to  bend  the  knee  of  the  leg  that 

Fio.50.  — WG.  CR.  HALF  ST.  Pos. 
carries  the  body.     "  Change  feet  —  one! 

Two!"  1.  The  lifted  foot  is  put  down.  2.  The  other  leg 
is  raised  as  above.  For  beginners  the  change  of  feet  is  done 
quickly  and  rhythmically,  as  this  is  easier  to  do  (seventy  to 
a  hundred  movements  a  minute).  When  done  this  way,  the 
knee  is  lifted  somewhat  higher.  In  this  form,  the  exercise 
forms  a  substitute  for  marching,  when  space  does  not  allow  the 
latter  ;  and  as  marching,  it  can  also  be  done  on  tip-toe  —  when 
a  slight  motion  forward  is  allowed  — and  in  double-quick  time. 
Beginners,  who  are  not  able  to  take  the  crook  half  st.  pos. 


ED  UCA  TIONA  L   G  YMNA  S TICS 


correctly,  may  for  a  while  be  allowed  to  use  support,  the  exer- 

cise  then  being 

_ Reach   Gr.   St.  Alternate   Kn.  Flex.  Upw. 

(Fig.    51),    which    is    done   on    exactly 
similar  principles. 

In  the  crook  half  st.  pos.,  various 
exercises  are  done  in  progression,  as 
enumerated  below :  — 


FIG.  51.  —  REACH  GK.  ST.  ALT. 
KN.  FLEX.  UPW. 


Crook  Half  St.  F.  Flex,  and 
Ext.  (Fig.  52  a). —  Command, 
"  Left  (r.)  knee  upward  — 
bend!  Foot  flexion  and  ex- 
tension—  tine  !  Iw6!"  ,  .  . 
The  figure  is  sufficient  ex- 
planation. 

Crook     Half     St.     Kn.    Ext. 

Backw.  (Fig.  526).  —  Com- 
mand,   "Left    (r.)   knee  up- 
ward— bend!   Knee  backward 
—  stretch!        Upward —    _ 
bend!"    .    .    .    The   knee   is 

extended  as  far  backward  as  *»•  wo.  CR.  HLF.  ST.  KN.  EXT.  BACKW. 

good   posture    will   allow,  —  i.e.,    without    bending   the    trunk 
forward. 


FIG.  52  —  a.  WG.  Cu.  HLF.  ST.  F.  FLKX.  ANI>  EXT. 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM 


t!T 


Crook  Half  St.  Kn.  Ext.  Forw.  (Fig.  53).  —  Command, 
"  Knee  forward  —  stretch  !  Bend  ! 
Stretch!"  .  .  .  Common  faults  are, 
to  lean  over  backward,  and  to 
bend  the  knee  of  the  carrying  leg. 
To  correct  these,  supports  (Fig. 
54)  may  be  allowed  for  a  short 
time. 

Crook  Half  St.  Kn.  Abd.  —  Com- 
mand, ..."  Knee  abduction  — 
one!  Tivo!''  ...  1.  The  raised  leg 
is  moved  as  far  sideways  as  good 
posture  will  allow.  2.  It  is  moved 
back  to  original  position.  The 
shoulders  (and  trunk)  should  not 


-SLl 


FIG.  53.  —  CKOOK  HALF  ST.  Kx. 
EXT.  FOKW. 


FIG.  5i.— REACH  GR.  HALF  ST.  KN.  EXT.  FOKW. 

former   one  is    less   apt   to 
movement. 


be  twisted  from 
side  to  side. 

In  all  these 
balance  -move- 
ments, progres- 
sion is  made 
from  wing  st.  to 
yard  st.,  rest  st. 
and  str.  st.  posi- 
tions, as  enumer- 
ated ;  yet  so  that 
in  Kn.  ext.  forw., 
the  str.  st.  pos. 
precedes  the  rest 
st.  pos.,  as  the 
produce  a  faulty  posture  in  this 


68  EDUCATIONAL   GYMNASTICS 

St.  L.  Elev.  (Fig.  55).  Command,  "  Left  (r.)  leg  sideways  — 
lift!"  The  weight  of  the  body  is  removed  to  the  right  (1.) 
leg,  and  the  straight  left  (r.)  leg  is  lifted  sideways  as  far  as 
possible.  The  shoulders  are  kept  level,  and  the  trunk  erect. 
"  Change  feet  —  one!  Two!"  ...  1.  The  lifted  foot  is  again 
put  down  beside  the  other  one.  2.  The  other  leg  is  raised  as 
above.  The  movement  is  made  more  difficult  by  using  either 
of  the  wing,  rest,  str.,  or  yard  st.  positions  in  the  order  enumer- 
ated. The  yard  pos.  is  put  last,  because, 
in  this  exercise,  it  is  more  difficult  to 
maintain  than  any  of  the  others.  Finally 
the  movement  can  be  done  from  toe  st. 
pos.,  which  necessitates  that  the  arms  are 
in  stretch  pos.  Command,  "  Arms  upward 
—  stretch  !  and  heels  —  lift  !  Ley 
elevation  —  one!  Two!"  .  .  .  The 
movement  is  executed  with  more 
speed  in  this  than  in  the  other 
'.  positions. 

Leg-elevation  sideways  is  also 
;i  lateral  trunk-movement,  since 
"'IO.M.-WG.8T.L.EL.V.  it  brings  into  play  the  muscles 

around  the  waist;    but,  when   used  as  such,  it   is   best  done 
from  other  commencing  positions. 

Among  leg-movements,  we  also  classify  marching  and  run- 
ning. Marching  in  ordinary  time  is  one  of  the  best  slow 
leg-movements.  Marching  on  tip-toe  is  an  excellent  balance- 
movement,  and  is  one  of  the  best  exercises  to  correct  a  faulty 
posture.  Command,  "  Hips  firm  and  feet  —  cltise  !  Heels 
—  lift!  Slowly  forward  march  —  one!  Two!"  .  .  .  This  move- 
ment is  also  done  with  neck  firm  or  arms  upward  stretch,  and 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


69 


later  on  with  the  feet  turned  out.  The  shoulders 
should  be  kept  level  throughout  the  exercise,  which 
is  then  one  of  the  best  means  of  cor- 
recting the  bad  habit  of  tipping  the 
shoulders  from  side  to  side  when  walk- 
ing. Taking  place  on  tip-toe,  the  move- 
ment also  counteracts  the  tendency  we 
all  have  to  walk  on  our  heels :  it 
teaches  us  to  land  on  the  balls  of  our 
feet,  making  the  steps  springy  and 
graceful. 

As  balance-movements,  we  can  use 
various  forms  of  balancing  on  the  hori- 
zontal bar  (Fig.  56).  an  exercise  which 
can  be  done  backward  as  well  as  for- 
ward, and  is  too  familiar  to  us  all  to 
need  any  description.  The  bar  (at 
first  at  knee-height  or  lower)  should 
have  the  flat 

side  up  until 

the      pupils 

have  gained    7-        "  ~ 

some  pro- 
ficiency in 
the  move- 
ment. After 
that  the 
round  side 
may  be. 

turned      up  *>IG-  x-  ~  BALAXCK  WALKING  ox  HORIZONTAL  BAR. 

and   the   bar  may    be   gradually    raised.      In  the   progressive 


70 


ED  UCA  TIONA  L   G  YMNA  S TICS 


arrangements  of  exercises  which  follow  the  descriptions  of  each 
class,  all  the  movements  have  not  been  put  in ;  but  the  teacher 
can  easily  fit  in  the  few  remaining  ones  for  himself,  when  he 
has  the  majority  already  arranged. 

Progressive  arrangement  of  balance-movements :  — 


1.  St.  Heel-elev. 

2.  Stride  St.  Heel-elev. 

3.  Close  St.  Heel-elev. 

4.  Walk  St.  a  Heel-elev. 

5.  Walk  St.  b  Heel-elev. 

6.  Walk  St.  c  Heel-elev. 

7.  Crosswise  St.  Heel-elev. 

8.  Wing  St.  2  Kn.  Flex. 

9.  Wing  Walk  St.  b  2  Kn.  Flex. 

10.  [Reach  Gr.  St.  Alt.  Kn.  Flex.  Upw.] 

11.  Wing  St.  Alt.  Kn.  Flex.  Upw. 

12.  Wing  Crosswise  St.  2  Kn.  Flex. 

13.  Fallout  St.  a  Pos. 

14.  Wing  Courtesy  Sitt.  Pos. 

15.  Wing  Stride  St.  2  Kn.  Flex. 

16.  Wing  Walk  St.  a  Kn.  Flex. 

17.  Str.  Walk  St.  a  Kn.  Flex. 

18.  Wing  Or.   Half    St.   F.   Flex,   and 

Ext. 

19.  Fallout  St.  b  Pos. 

20.  Toe  St.  H.  Rot.  (children). 

'21.  Wing  Cr.  Half  St.  Kn.  Ext.  Backw. 

22.  Yard  Toe  St.  2  Ku.  Flex,  to  Sitt. 

Pos. 

23.  Str.  St.  2  Kn.  Flex. 


24.  Wing  St.  L.  Elev. 

25.  Str.  (Rest)  Stride  St.  2  Kn.  Flex. 

26.  Wing  St.  Kn.  Ext.  Forw. 

27.  Wing  Cr.  Half  St.  Kn.  Abd. 

28.  Bend   Toe   St.  2  A.  Ext.  &  2  Kn. 

Flex. 

29.  Wing  Toe  St.  Alt.  Kn.  Flex.  Upw. 

30.  Wing  (Yard)  Courtesy  St.  H.  Rot. 

(children). 

31.  Wing  Courtesy  Sitt.  H.  Rot. 

32.  Courtesy  Sitt.  2  A.  Ext. 

33.  Rest  St.  Kn.  Flex.  Upw. 

34.  Rest  St.  Kn.  Ext.  Backw. 

35.  Str.  Stride  Courtesy  Sitt.  2  A.  Ext. 

36.  Rest  St.  L.  Elev. 

37.  Str.  Crosswise  St.  2  Kn.  Flex. 

38.  Str.  Cr.  Half  St.  Kn.  Ext.  Backw. 

39.  Str.  Cr.  Half  St.  Kn.  Ext.  Forw. 

40.  Str.  St.  L.  Elev. 

41.  Str.  (Rest)  Cr.  Half  St.  Kn.  Abd. 

42.  Rest  Cr.  Half  St.  Kn.  Ext.  Forw. 

43.  Hor.  Half  St.  Pos. 

44.  Reach  Half  St.  Kn.  Flex. 

45.  Yard  St.  L.  Elev. 

46.  Str.  Toe  St.  L.  Elev. 


Progressive  arrangement  of  slow  leg-movements :  — 


1.  St.  Alt.  Toe-elev. 

2.  Fallout  St.  c  Pos. 

3.  Reach  Gr.  St.  Toe  and  Heel  Elev. 

4.  Str.  Walk  St.  c  Heel-elev. 

5.  Toe  Sup.  Walk  St.  b  Kn.  Flex. 

6.  Slow  2  Kn.  Flex,  to  Sitt.  Pos. 

7.  Rest  Walk  St.  a  Kn.  Flex. 

8.  Instep  Gr.  St.  Kn.  Flex. 

9.  Fallout  St  a  Heel-elev. 

10.  Heel  Gr.  Half  St.  Kn   Flex. 

11.  Half  Yard  Gr.,  Hall  St  Kn.  Flex 

12.  Str  Stride  St.  2  Kn.  Flex 

13.  Bend  Courtesy  Sitt.  2  A   Ext. 


14.  Fallout  St.  c  Kn.  Flex. 

15.  Bend  Toe  St.  2  A.  Ext.  &  Slow  2 

Kn.  Flex,  to  Sitt.  Pos. 

16.  Str.  Walk  St.  b  T.  Forw.  Flex. 

17.  Yard  Courtesy  Sitt.  2  A.  Elev. 

18.  Str.  Walk  St.  a  Kn.  Flex. 

19.  Reach  Gr.  Half  St.  Heel-elev.  and 

Kn.  Flex. 
20   Reach  Half  St.  Kn.  Flex. 

21.  Half     Str.,    Half    Yard     Gr.    Hor. 

Half  St.  Heel-elev.  and  Kn.  Flex. 

22.  Str  Hor.  Half  St.  Kn.  Flex. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  71 


ARCH-FLEXIONS. 

By  arch-flexions  proper,  we  mean  backward  flexions  of  the 
trunk,  with  the  arms  in  stretch  position  and  the  hands  grasping 
a  stall-bar  or  other  firm  support,  as  well  as  movements  executed 
in  this  position  (called  str.  gr.  arch  st.  or  gr.  arch  st.  pos.).  In 
this  class  must  be  included  all  the  free-standing  trunk  flexions 
backward  and  forward,  which  are  introductions  to  the  corre- 
sponding movements  with  apparatus.  In  total  absence  of 
apparatus,  we  might  also  embrace  here  those  trunk  flexions 
backward  and  forward  which  are  done  after  previous  rotation 
of  the  trunk,  and  which,  strictly  speaking,  belong  among  the 
lateral  trunk  movements  (among  which  they  are  described  in 
this  book). 

The  effects  of  the  arch-flexions  are  to  draw  the  lower  ribs 
apart,  thus  vaulting  the  chest  forward  :  to  improve  the  exten- 
sibility of  the  abdomen,  and  to  straighten  the  dorsal  region 
of  the  spine.  They  are  nearly  related  to  certain  forms  of  the 
abdominal  exercises,  the  essential  difference  being  that  in  these 
the  lower  ends  of  the  active  muscles  are  fixed,  whereas  in  the 
arch-flexions  proper  these  are  the  moving  ends,  the  upper  ones 
being  fixed. 

In  all  the  backward  flexions  described  below,  the  whole 
spine  should  partake  of  the  flexion  —  that  is,  the  back  should 
not  be  bent  merely  at  the  waist.  For  this  reason,  let  the 
head  begin  the  movement  backward,  and  let  it  be  the  last  in 
moving  forward.  Respiration  should  be  free,  and  an  occa- 
sional "  Breathe ! "  from  the  teacher  is  not  out  of  place. 
Another  excellent  bit  of  advice  when  backward  flexion  takes 
place  is,  '•'•Look  at  the  opposite  wall!"  (or,  if  at  the  stall-bars, 
"Look  at  the  6ars/");  this  reminds  the  pupil  to  let  the  head 


72 


ED  UCA  TIONA  L   G  YMNA  S TICS 


also  move  backward.  In  forward  flexion,  you  say,  "Look  at 
the  ceiling ! "  which  order  prevents  the  head  from  losing  its 
good  posture.  Whether  the  flexion  is 
backward  or  forward,  the  knees  should 
be  kept  straight. 

St.  T.  Flex.  Backw.  and  Forw.  —  Com- 
mand, "  Trunk  backward  —  bend  !  "  The 
trunk  is  bent  slowly  backward  (Fig. 
57).  The  position  thus  arising  is  called 
arch  st.  pos.  "  Upward  —  stretch  !  " 
The  trunk  resumes  fund.  pos.  "  Trunk 
forward — bend  !  " 
The  trunk  is  bent 
slowly  forward 
with  fully  ex- 
panded chest 
(Fig.  58).  This 
position  is  called 
stoop  st.  pos.  "Up- 
ward —  stretch  !  " 
The  trunk  re- 
sumes fund.  pos.  The  movement  is  also 
done  in  the  close  st.,  walk  st.  b,  and 
stride  st.  positions.  The  last-named 
position  may  precede  the  others,  as  the 
muscular  resistance  in  the  legs  is  not 
so  great  in  this  as  in  the  other  posi- 

Fio.  58.  —  T.  FLEX.  FORW. 

tions,   hence    the   flexion  is  deeper   and 

easier.  The  arms  may  be  either  in  wing,  rest,  or  str.  pos., 
except  that  trunk  flexion  forward  with  neck  firm  is  used  only 
for  advanced  pupils,  as  this  movement  is  exceedingly  difficult. 


FIG.  57.  —  T.  FLEX.  BACKW. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


73 


For  children,  the  half  str.  st.  position  (Fig.  62,)  may  also  be 
used.     Thus  we  have 


Wing        ]  Stride  st. 
Half  str    |  St. 


Rest 
Str. 


I  Walk  st.  b 


T.  flex.-backw.   and  forw. 


J  Close  st. 

T.  Flex.  Forw.  and  Downw.  (Fig.  59).— As  soon  as  the  flexion 
forward  can  be  well  executed,  it  may  also  be  done  downward. 
The  arms  should  always    be        ^ 
in  str.  pos.,  as  otherwise  the        ^\VK 
movement    causes    compres-  x'^X 

sion  of  the  chest.     Command,  \      \^ 

\       '  ~*v 
"Arms      upward  —  stretch!  V.      \'\ 

(for  which,  see  heaving  move-  V^      *  -\ 

ments.)      Trunk  backward  —  ""\     ''\\ 

bend!   .  .  .    Forward,    down-  ',  \\-~-'     ;\ 

ivard  —  bend ! "     The  trunk  V  \^-v 

is  bent  as  far  as  a  good 
posture  of  the  head,  arms, 
shoulders,  and  chest  will 
allow,  the  hands 
reaching  out  as  far  as 
possible.  It  is  only 
after  very  long  prac- 
tice that  the  hands 
touch  the  ground. 
"  Upward  —  stretch  !  " 
The  trunk  resumes 
fund,  pos.,  which  movement  commences  at  the  hands,  which 
are  the  first  to  move  upward  backward.  The  small  of 
the  back  should  be  concaved  and  the  dorsal  part  flattened 


FK;.  59.  -STR.  STRIDE  ST.  T.  FLEX.  FORW.  AND  DOWNW. 


74 


ED UCA  TIONAL   G  YMNA  S TICS 


during  the  movement,  so  that  the  back  is  not  convexly 
curved  (in  the  familiar  attitude  of  a  frightened  cat),  but 
the  chest  must  be  thoroughly  expanded  throughout  the  move- 
ment. The  exercise  is  also  done  in  walk  st.  b  or  stride  st. 
pos.,  the  last-named  one  usually  preceding  the  others.  For 
children  and  beginners,  the  downward  flexion  may  be  done 
with  less  attention  to  good  posture,  and  the  hands  made  to 
touch  the  floor ;  for,  the  arms  being  extended  upward  (as 

related  to  the  trunk),  the  com- 
pression of  the  chest  is  never 
excessive.  Done  in  this  way, 
the  final  position  looks  as  in 
Fig.  60,  which  for  an  advanced 
pupil  is  decidedly  faulty.  When 
thus  done,  the  movement  is  ex- 
ecuted a  little  more  quickly. 

If,    after     downward    flexion, 
you   wish   the  pupils  to  stretch 
^Eii-:     .   to  stoop  st.  pos.,  you  command, 

FIG  GO —F  \UITY  FiNAiT POSITION  IN  "Forward  —  stretch!"  when  the 
TRUNK  FLEXION  DOWNWARD.  pupils  take  the  position  marked 
by  dotted  lines  in  Fig.  59.  This  mode  of  dividing  the  "  up- 
ward stretch  "  in  two  parts  is  a  good  safeguard  against  faulty 
movement. 

If  you  wish  to  increase  the  effect  of  the  backward  flexion, 
you  make  the  pupils  stay  in  arch  st.  pos.  and  do  an  arm  exten- 
sion while  staying  there.  The  movement  is  called 

Str.  Arch  St.  2  A.  Ext.  Upw.  —  Command,  '•'•Arms  upward  — 
stretch  !  Trunk  backward  —  bend  !  Arm-extension  upward  — 
one!  Tw6!  .  .  .  (for  which  movement,  see  heaving-movements.) 
Trunk  upward  —  stretch!"  etc.  The  movement  may  also  be 


MOVEMENTS   OF   THE   SWEDISH  SYSTEM  75 

done  from  bend  arch  st.  pos.,  which  is  a  little  easier.  From 
this  position  each  arm  may  be  alternately  extended,  the  final 
position  then  being  half  str.  half  bend  arch  st.  pos.  In  this 
way  it  is,  however,  applied  only  to  children.  The  movement 
can  also  be  done  from  stride  st.  and  walk  st.  b  pos.,  the  names 
then  being 

Str.   Arch   Stride    St.   2    A.   Ext.,   and 

Str.  Arch  Walk  St.  b  2  A.  Ext.  —  111  this  position  a  still 
further  progression  can  be  made  by  combining  the  arm  exten- 
sion with  a  change  of  feet ;  thus  : 

Str.  Arch  Walk  St.  b  2  A.  Ext.  and  Change  of  P.  —  Command, 
"Left  (jr.)  foot  forward  place  and  arms  upward  stretch  —  one! 
Tw6  I "  1.  Arms  upward  bend.  2.  Arms  upward  stretch,  and 
left  (r.)  foot  forward  place.  u  Trunk  backward  —  bend  .'  Arm 
extension  and  change  of  feet  —  one!  Tw6  !"  ...  1.  Arms  up- 
ward bend,  and  place  the  forward  foot  beside  the  backward  one. 
2.  Place  the  other  foot  forward,  and  stretch  the  arms  upward. 
This  exercise  is  quite  powerful. 

All  backward  flexion  should  be  immediately  followed  by  a 
forward  (and  downward)  flexion. 

Str.  Gr.  Arch  St.  Pos.  (Fig.  61).  — This  is  the  first  real 
arch-flexion.  The  class  stands  at  the  bar-stalls,  one  pupil  at 
each,  with  his  back  turned  to  the  bars.  Command,  "A  short 
step  forward — march!  Arms  upward  —  stretch!  Trunk  back- 
ward—  bend!  {Look  at  the  bars!)"  The  trunk  is  bent 
backward  until  the  hands  touch  a  bar ;  at  first  the  hands 
merely  rest  on  the  bar,  later  on  they  grasp  it  with  the  palms 
under  the  bar,  the  thumbs  in  front  of  it,  and  both  hands 
holding  the  same  bar.  If  one  hand  grasps  the  bar  below 
that  held  by  the  other,  the  position  is  called  oblique  gr. 
arch  st.  (Fig.  75,  p.  84).  If  only  one  arm  is  up,  the  posi- 


76 


ED  UCA  TIONA  L   G  YMNA  S TICS 


tion    is    called    half  str.   gr.   arch    st.    (Fig.  62)    (suitable   for 

children). 

In  absence  of  apparatus,  the  wall  may  serve  for  support, 
the  hands  resting  against  it  (Fig. 
63).  Or  the  pupils  of  the  second 
rank  may  serve  as  supports  (Fig. 
64).  The  command  then  is,  '•'•First 
rank,  arms  upward  —  stretch  !  Trunk 
backward  —  bend  !  Second  rank,  sup- 
port —  stand  !  "  The  men  in  the 
second  rank  place  one  foot  backward 
so  as  to  get  a  steady  posture,  and 
put  their  arms  up,  the  hands  of  the 
first  rank  resting  in  those  of  the 
second.  Those  giving  the  support 
should  take  care  not  to  push  the 
arms  of  the  others  fonvard  (and  to 
remain  as  rigid  as  possible).  To 
avoid  this  tendency,  the  support  may 
instead  be  given  by  one  hand  on  the 
neck  (Fig.  65).  Still  another  way 
is  to  do  the  movement  with  neck 
firm,  the  support  then  given  at  the 
elbows  (Fig.  66).  This  form  is  prob- 
ably the  least  productive  of  faulty 
posture,  as  here  the  weight  of  the 
backward, 


Fio.6i.-STR.GR.ARCHST.pos. 


head    Pre88e8    the 


forcing  the  chest  to  be  vaulted.     To 

use  living  supports  is  usually  not  suitable  for  children,  although 
a  skilled  teacher  may  safely  try  it  also  for  them. 

Instead    of    bending    backward,   beginners    are   apt   to  fall 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  77 


78 


EDUCATIONAL   GYMNASTICS 


against  the  apparatus,  thus  compressing  their  chests  and  push- 
ing their  heads  forward.    To  correct  this,  the  movement  should 

alternate  with  the  following  one : 
Str.   St.  T.  Backw.  Flex,  over  Bar 

(Fig.  67).  — The  horizontal  bar  is 

so  ^o 


the  sacrum,  when  the  pupil 
stands  close  up  to  it  with 
his  back  turned  to  it.  Com- 
mand, '-  Arms  upward  — 
stretch  !  Tr  unk  backward 
—  bend!"  etc.  The  bar 
now  compels  the  pupil  to 
bend  instead  of  falling 
backward.  This  movement 
can  also  be  done  with  liv- 
ing supports  (Fig.  68). 

Command.      "  Numbers       two    FIG.  67.  —  STR.  STKIDE  ST.  T.  BACKW.  FLEX. 

OVER  BAR. 
(one)     chain     support  — 

stand!"     The  indicated   numbers  lock   hands,  and  rest  them 
in  the  small  of  the  backs  of  those  in  front  of  them,  and  take 


MOVEMENTS  OF  THE   SWEDISH  SYSTEM 


79 


the  fallout  st.  b  pos.  forward,  to  gain  a  firm  posture.  The 
movement  now  takes  place  in  usual  order.  Suitable  only  for 
grown  persons. 

All  of  the  movements  just  mentioned  are  done  in  stride  st. 
pos.  as  well,  and  the  flexion  over  the  bar  can  be  made  stronger 


FIG.  68.  —  STR.  ARCH  SUP.  ST.  2  A   EXT. 

by  adding  2  A.  ext.  in  the  arch  st.  pos. ;  the  movement  is  then 
called 

Str.  Arch  Sup.  St.  2  A.  Ext.  (Fig.  68),  and  is  executed  as  the 
corresponding  free-standing  movement.  On  the  same  princi- 
ples we  also  have 

Str.    Arch    Sup.   Stride    St.   2    A.  Ext. 

Str.  Gr.  Arch  St.  Heel-elev.  (Fig.  69). — Command  (after 
arranging  the  pupils  at  the  apparatus).  "  Arms  upward  — 


80 


EDUCA  TIONA  L   G  YMNA  S  TICS 


stretch  !      Trunk    backward  —  bend  !      Grrdsp  !     Heels  —  lift ! 

MJ Lj_  Sink  !  The  same—  6ne  !  Two  !  "  .  .  . 

Arms  and  legs  must  be  kept  straight. 
When  the  heels  are  raised,  the  chest 
becomes  still  more  arched  than  when 
the  feet  rest  fully  on  the  ground. 
Unless  the  head  is  kept  well  back- 
ward and  the  body  generally  well 
balanced,  it  is  not  possible  to  do 
the  movement  without  cramping  the 
chest.  The  movement  may  be  done 
with  living  supports  (Figs.  64,  65, 66). 
The  same  exercise  can  also  be  done 

FIG.  69.  —  STR.  GR.  ARCH  ST. 
HEEL-ELEV. 

in  stride  pos.,  and  in  either  po-  .— 
sition  also  with  oblique  grasp ; 
thus  we  get  the  three  exercises : 
Gr.   Arch  Stride    St.  Heel-elev. 

(Fig.  70). 

Oblique  Gr.  Arch  St.  Heel-elev. 

Oblique     Gr.    Arch    Stride    St. 
Heel-elev.  (Fig.    71). 

Gr.  Arch  St.  Kn.  Flex.  Upw. 
(Fig.  72).  — After  the  com- 
mencing position  (gr.  arch  st.) 
has  been  taken,  command,  "Left 
(r.)  knee  upward  —  bend  !  " 
The  leg  is  bent  so  that  the 
thigh  is  horizontal,  the  lower  leg  vertical,  and  the  foot  pointing 
downward.  The  other  leg  remains  straight.  "  Change  feet  — 


FIG.  70.  —GR.  ARCH  STRIDE  ST. 
HEEL-ELEV. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


81 


Two  !  " 


1.  The  foot  is  put  down.     2.  The  other  leg 


is  raised  in  a  similar  manner.  The  exercise  is  done  also  with 
oblique  grasp.  For  advanced  pupils,  it  may  be  done  as  'fol- 
lows: '•'•Knee-elevation  —  one!  .  .  .  Four!"  or,  still  later  on, 
'•'•Knee-elevation  —  one!  Two!  One!  Two!"  .  .  .  when  the  leg 
is  quickly  raised  as  soon  as  the  other  foot  touches  the  ground. 

Gr.  Arch   St.  Kn.    Flex,  and  Ext.  (Fig.  73).  —  Command,   .   .   . 
"  Knee  upward  —  bend  !    Knee  —  stretch  !    Bend  /  .  .  .   Change 


FIG.  71.  —OBLIQUE  GR.  ARCH  STRIDE 
ST.  HEEL-ELEV. 


FIG.  72.  —GR.  ARCH  ST.  Kx. 
FLEX.  UPW. 


feet  —  6ne  !  Two  /  "  .  .  .  The  knee  is  stretched  as  in  cr.  half  st., 
Kn.  ext.  forw.  (see  leg-movements).  After  some  practice,  the 
command  will  be,  ..."  Knee  flexion  and  extension,  left  (r.) 
leg  —  one!  .  .  .  Four!  Right  (Z.)  leg  —  one!  .  .  .  Four!" 
Done  also  with  oblique  grasp. 

Gr.  Arch  St.  L.  Elev.  —  Command,  ..."  Left    (r.)    leg  for- 
ward —  lift !  "     With  straight  knee  and  extended  instep,  the 


82 


ED  UCA  TIONA L   G  YMNA  S TICS 


leg  is  raised  as  far  as  muscular  resistance  and  good  posture  will 
allow.  "  Change  feet  —  one  !  Two  /  .  .  .  Foot  downward  — 
place  !  "  This  movement  can  be  combined  with  heel-elevation. 

Gr.  Arch  St.  L.  and  Heel-elev.  (Fig.  74).  — 
Command,  .  .  .  '"'•Left   (r.)  leg  forward  — 
lift !  Heel-elevation  —  6ne  !  Two  !  .  .  Change 
feet!"  .  .  .  Both   of  these  ex- 
ercises may  also  be  done  with 
oblique  grasp. 

Gr.  Arch  St.  Hand 
Movement  Downw.  (Fig. 
75).  —  The  movement 


PIG.  73. —  GR.  ARCH  ST.  KN.  FLEX.  AND  EXT. 


can  be  done  (1)  so  that  the  hands  move  to  the  same  bar. 
Command,  "  Hand  to  hand  movement  downward  —  one  /  .  .  . 
Four!"  1.  Left  (r.)  hand  grasps  the  next  lower  bar.  2.  The 
right  (1.)  hand  is  moved  to  the  same  bar.  3.  The  right  (1.) 


MOVEMENTS  OF  THE   SWEDISH  SYSTEM 


83 


hand  is  moved  one  bar  down.  4.  The  left  (r.)  hand  follows. 
"  Upward  the  same  —  one  !  .  .  .  Four  !  "  takes  place  in  the  oppo- 
site order.  (2)  The  hands  skip  one  bar.  Command,  "  Hand 


under  hand  movement  —  one!  Two!'1''  ...  1.  The  left  (r.)  hand 
grasps  the  next  lower  bar.  2.  The  right  (1.)  hand  grasps  the 
bar  below  the  one  now  held  by  the  left  (r.).  thus  skipping  one 


84 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


bar,  etc.     (3)  Both   hands   move  simultaneously.     Command, 

'•'•Double  hand  movement  downward  —  6ne!  Tw6!"  .  .  .  The 

elbows  are  slightly  bent ;  and  by 
their  rapid  extension  both  hands 
are  pushed  from  the  bar,  which 
they  let  go  in  order  to  grasp  the 
next  bar  below  (or  next  but  one, 
if  so  ordered).  The  movements 
are  done  as  well  in  stride  pos., 
and  always  in  the  latter  when 
the  flexion  becomes  very  deep. 
Limber  individuals,  especially 
children,  will  (after  some  prac- 
tice) be  able  to  move  the  hands 
from  bar  to  bar  until  both  hands 
rest  on  the  floor.  This  position 
is  called  gr.  arch  st.  pos.,  hands  on 
floor  (Fig.  76).  A  "backward  con- 
tortionist "  easily  takes  this  posi- 
tion free-standing,  by  doing  str.  stride  st.  T.  flex,  backw.  downw. 
Gr.  Arch  St.  2  A.  Flex.  (Fig.  77).  —  Command,  .  .  .  "Arms 

—  lend!      Stretch!      Bend!"  ...  The 

arms  are  bent  until  the  head  touches  the 

bars,   and   again    stretched,    the    flexion 

being  slow,  the  extension  a  little   more 

rapid.     This  movement  cannot  be  done 

in   good   form  unless  the  trunk  is  bent 

to    horizontal    position,  or   still    farther 

backward  (even  until  the  hands  rest  on 

the  floor).     The  same  arm-movement  is  done  in  stride  pos.,  as 

well  as  in  the  position  shown  in  Fig.  74 ;  and  in  any  of  these 

also  with  oblique  grasp. 


Fio.  75.  —OBLIQUE  GR.  ARCH  ST.  Pos. 


FIG.  76. —  GR.  ARCH  ST.  Pos., 
HANDS  ON  FLOOR. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


85 


Stride  Fall  Hang,  to  Gr.  Arch  Stride  St.  Pos.  (Fig.  78).  — 
After  the  pupils  have  taken  the  fall  hanging  pos.,  with  under 
grasp  (for  which  see  heaving-move- 
ments),  command,  "  Arch  standing 
position  —  6ne  !  Tivo  !  "  ...  1.  The 
feet,  which  previously  rested  on  the  - 
heels,  are  now  put  fully  on  the  floor, 
the  body  is  pushed  forward  into  gr. 
arch  st.  pos.,  the  radial  border  of  the  - 
hands  resting  on  the  bar,  the  thumbs 
held  apart  from  the  fingers,  and  their 
cushions  firmly  resting  against  the  - 
bar.  2.  Commencing  position  is  ••=•= 
resumed  by  turning  the  hands  FIG.  ?:.  —  on.  ARCH  ST.  2  A.  FLKX. 

over,  raising  the 
balls  of  the  feet, 
and  letting  the 
body  fall  back- 
ward. This 
movement  con- 
tains the  inter- 
mediate posi- 

tions  of  forward 

._  somersault  over 
--  the     bar      (see 
— u  jumping   and 
vaulting),    to 

FIG.  78.  — STRIDE  FALL  HANG.  TO  OR.  ARCH  STRIDE  ST.  Pos.        ,  .   , 

which  exercise  it 

is  an  introduction.  All  arch-flexions  are  increased  in  strength, 
not  only  by  changing  the  movement  as  above,  but  also  by  increas- 
ing the  distance  from  the  bars,  and  by  making  the  backward 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


flexion  deeper.  Every  arch-flexion  should  be  followed  by  a  for- 
ward downward  flexion,  as  this  movement  will  counteract  the 
evils  of  the  accelerated  heart-beat,  which  is  caused  by  the  exces- 
sive strain  on  the  aorta  in  the  backward  flexion ;  for,  when  the 
body  is  bent  thoroughly  forward  downward,  the  back  sides  of  the 
legs  are  passively  and  forcibly  extended,  which  gives  this  move- 
ment an  effect  similar  to  that  of  slow  leg-movements. 

Small  children  are  seldom  able  to  do  a  correct  arch-flexion  on 
apparatus  (or  other  support  for  grasp),  as  they  fall  backward 


FIG.  79.  —  STR   GR.  STKIDK  KNEELING  AKCH  FLEX. 

instead  of  bending.     To  correct  this  tendency,  we  give  them 
a  movement  called 

Str.  Gr.  Stride  Kneeling  Arch  Flex.  (Fig.  79).  — The  pupil 
kneels  down  in  front  of  the  stall-bars  with  his  feet  resting 
against  the  wall,  and  his  hands  grasping  as  high  a  bar  as  he  can 
reach.  Command,  "  Arch  flexion  —  one!  Two!"  ...  1.  The  feet 
are  braced  against  the  wall,  and  the  body  arched  forward  so 
that  the  knees  rise  from  the  floor.  2.  Commencing  position  is 
resumed. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


87 


Progressive  arrangement  of  the  arch-flexions :  — 


1.  Wing    St.    T.    Flex.    Backw.    and    21. 

Forw.  22. 

2.  Wing  Stride  St.  T.  Flex.  Backw. 

and  Forw.  23. 

3.  Wing  Close    St.   T.  Flex.    Backw.    24. 

and  Forw.  25. 

4.  Wing  Walk  St.  b  T.  Flex.  Backw.    26. 

and  Forw. 

5.  Str.  St.  T.  Flex.  Backw.  and  Forw.     27. 

6.  Str.  Stride  St.  T.  Flex.  Backw.  and    28. 

Forw. 

7.  Str.   Stride  St.   T.    Flex.    Backw.,    29. 

Forw.,  and  Downw. 

8.  Str.  St.  T.  Flex.  Backw.,  Forw.,  and    30. 

Downw.  31. 

9.  Gr.  Arch  St.  Pos. 

10.  Str.  St.  T.  Flex.  Backw.  over  bar.       32. 

11.  Str.  Walk  St.  6  T.  Flex.   Backw.    33. 

and  Forw.  Downw. 

12.  Bend  Arch  Sup.  St.  2  A.  Ext.  34. 

13.  Gr.  Arch.  St.  Heel-elev.  35. 

14.  Gr.  Arch  Stride  St.  Heel-elev. 

15.  Str.  Arch  Stride  St.  2  A.  Ext.  36. 

16.  Fall  Hang,  to  Gr.  Arch  St. 

17.  Str.  Arch  Walk  St.  6  2  A.  Ext  37. 

18.  Rest    Stride    St.   T.   Flex.    Backw.    38. 

and  Forw. 

19.  Str.  Arch  Walk  St.  6  2  A.  Ext.  and    39. 

Change  of  Feet. 

20.  Rest   Arch    St.    Heel-elev.   (living    40. 

support). 


Gr.  Arch  St.  Kn.  Flex.  Upw. 

Gr.  Arch  St.  Kn.  Flex,  and  Ext. 
Forw. 

Gr.  Arch  St.  L.  elev. 

Gr.  Arch  St.  L.  and  Heel-elev. 

Gr.  Arch  St.  2  A.  Flex. 

Gr.  Arch  Stride  St.  Hand  to  Hand 
Move. 

Oblique  Gr.  Arch  St.  Heel-elev. 

Oblique  Gr.  Arch  Stride  St.  Heel- 
elev. 

Gr.  Arch  St.  L.  and  Heel-elev.  with 
Deep  Flexion. 

Gr.  Arch  Stride  St.  2  A.  Flex. 

Gr.  Arch  Stride  St.  Hand  under 
Hand  Move. 

Oblique  Gr.  Arch  St.  L.  elev. 

Gr.  Arch  Stride  St.  2  A.  Flex,  with 
Deep  T.  Flex. 

Oblique  Gr.  Arch  St.  2  A.  Flex. 

Oblique  Gr.  Arch  St.  L.  and  Heel- 
elev. 

Oblique  Gr.  Arch  Stride  St.  2  A. 
Flex. 

Gr.  Arch  Stride  St.  2  Hand  Move. 

Oblique  Gr.  Arch  St.  L.  and  Heel- 
elev.  with  2  A.  Flex. 

Gr.  Arch  St.  Pos.  w.  Hands  on  the 
Floor. 

Gr.  Arch  St.  w.  Hands  on  Floor  and 
2  A.  Flex- 


HEAVING-MOVEMENTS. 

By  heaving-movements,  we  mean  exercises  which  expand 
the  chest  by  drawing  the  superior  ribs  apart,  besides  develop- 
ing the  muscles  of  the  arms  ;  they  consist  of  various  forms  of 
lifting  the  body  by  means  of  the  arms  alone,  or  by  using  both 
arms  and  legs.  Before  you  hang  by  means  of  the  arms  alone, 
the  extensibility  of  the  front  side  of  the  body  must  have  been 
cultivated  by  arch  flexions,  and  that  of  the  arms  and  lateral 
chest  by  double  arm-extensions.  For  this  reason,  the  last- 


88 


EDUCA  TIONAL   G  YMNASTICS 


named  movements  are  to  be  considered  as  introductions  to 
the  heaving-movements,  and  as  such  will  be  given  a  place  in 
the  ensuing  list. 

The  heaving-movements  may  commence  as  early  as  the 
second  day's  lesson,  if  any  apparatus  is 
at  hand.  After  two  or  three  months' 
practice,  each  lesson  should  contain  two 
heaving-movements,  one  immediately  after 
the  arch  flexions  and  another  immedi- 
ately before  the  jumping ;  then  the  two 
are  made  as  different  as  possible,  and  the 
last  one  should  be  the  stronger  of  the 
two.  In  total  absence  of  apparatus,  2  A. 
ext.  and  a  greater  number  of  lateral 
trunk-movements  and  respiratory  exer- 
cises will  have  to  form  the  substitute. 

St.  2  A.  Flex.  Upw.  (Fig.  80).  — Com- 
mand, '''•Arms   upward — bend!"      The 
upper  arms  remain  still ;  with  moderate 
speed  the  forearms  are  bent  upward  as 
far  as  possible  with  the  hands  semi-closed 
in  front  of  the  shoulders  and  brought  as 
-    far  sideways  as   possible.      The   elbows 
—  should  be  held  close  to  the  body.     At 
•  Position  I "  the  arms  re- 
sume fundamental  position.     When   the 

arms  are  bent  upward,  the  position  is  called  bend  st.,  bend 
sitt.,  etc.,  and  this  is  the  intermediate  position  of  all  arm- 
extensions. 

2   A.   Ext.   Upw.    (Fig.    81  a).  —  Command,   "Arms   upward 
stretch  —  one !    Tw6 ! "      1.  Bend  st.  pos.      2.  The  arms    are 


FIG.  so. -ST.  2  A.  FLEX.  UFW.  the  command, 

BEND  ST.  Pos. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


quickly  extended  upward,  so  that  they  are  parallel,  the  palms 
of  the  hands  turned  toward  each  other,1  the  fingers  of  each 
hand  held  together,  and 
the  arms  carried  as  far 
backward    as    possible. 
This   position    is  called 
stretch  (str.)  pos.    Com- 
mon faults  are  to  push 
the   head  and  abdomen 
forward. 

2  A.  Ext.  Forw.  (Fig. 
81  6). — Command, 
'•'•Arms  forward  stretch 
—  one!  Tw6!"  1.  Bend 
st.  pos.  2.  The  arms 
are  thrust  quickly  for- 
ward ;  the  arms  are  par- 
allel and  horizontal,  and 
the  palms  of  the  hands 
turned  toward  each 
other.  This  position  is 
called  reach  st.  Com- 
mon faults  are  to  push 
the  shoulders  and  abdo- 
men forward  and  to  bend 
the  trunk  backward. 

2  A.  Ext.  Sidew.  (Fig.  82).  —  Command,  "Arms  sideivays 
stretch  —  one!  Tw6 !"  1.  Bend  st.  pos.  2.  The  hands  are 
thrust  in  a  straight  line  sideways  from  the  shoulders,  so  that 


FIG.  81.  —  a,  2  A.  EXT.  UPW.;  b,  2  A.  EXT.  FORW. 


1  If  the  palms  are  turned  the  opposite  way,  the  chest  becomes  compressed  and 
the  head  pushed  forward. 


90 


ED  UCA  TIONA L   G  YMNA  S TICS 


the  arms  become  straight,  horizontal,  and  carried  well  back- 
ward, the  palms  of  the  hands  being  turned  downward.  This 
position  is  called  yard  at.  c  (for  other  yard  st.  positions,  see 
shoulder-blade  movements). 

To  resume  fund.  pos.  from  any  one  of  these  positions,  com- 
mand, "Arms  downward  stretch  —  one!  Tw6  !  "  1.  Bend  st. 
pos.  2.  The  arms  are  stretched  down  into  fund.  pos. 

As  the  pupils  gain  proficiency,  the  command  grows  shorter ; 

thus,  if  at  first  it  is,  "  Arms 
upward  stretch  —  one! 
Tw6!"  later  on  it  will  be, 
"Arms  upward  —  stretch! 
Tw6!"  and  still  later  on, 
"Arms  upward  —  stretch  ! " 
In  absence  of  apparatus, 
these  movements  serve  as 
substitutes  for  the  heaving- 
movements,  and  may  then 
(as  well  as  at  other  times) 
be  done  twice  or  several 
times  in  each  direction. 
Otherwise  they  are  used  as 
introductions,  and  as  such  form  part  of  every  lesson,  even  for 
the  most  advanced  classes.  A  favorite  combination  for  ad- 
vanced pupils  is,  "Twice  in  each  direction,  arms  forward,  upward, 
sideways,  and  downward  —  stretch  !  "  (or,  "  stretch  —  one  !  Tw6  ! 
One!".  .  .).  For  beginners,  the  reach  st.  pos.  should  be  tried 
last,  as  it  is  the  most  productive  of  faulty  posture  ;  it  should 
always  be  immediately  followed  by  the  yard  st.  pos.,  as  this 
one  has  the  quality  of  correcting  these  same  faults. 

When  used  as   introductions,  the    2  A.  exts.  may  be  com- 


FIG.  82.  —2  A.  EXT.  SIDEW. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


91 


bined  with  a  leg-movement ;  as,  for  instance,  the  str.  stride  st. 
pos.  (Fig.  83);  command,  "Left  (r.)  foot  sideways  place  and 
arms  upward  stretch  —  6ne  !  Tw6  !  "  1.  Bend  st.  pos.  2.  The 
foot  is  moved,  and,  at  the  same 
time,  the  arms  are  stretched  as 
previously  described.  (Compare 
leg-movements :  stride  st.  pos. 
for  children;  the  command  is  then, 
"Feet  sideivays  place  and  arms 
upward  stretch  —  6ne  !  Tiv6!" 
each  movement  of  the  arms  being 
accompanied  by  one  foot-move- 
ment.) In  this  manner,  the 
various  walk  st.  positions  can  be 
practised,  so  that  the  pupils  get 
some  skill  in  taking  the  different 
commencing  positions  quickly 
and  correctly.  These  introduc- 
tions are  excellent  for  the  im- 
provement of  a  child's  conception 
of  rhythm  and  co-ordination  of  mo- 
tion. (For  other  arm-extensions, 
see  shoulder-blade  movements.) 

When  hanging  by  the  arms 
alone  from  a  horizontal  bar,  we 
can  grasp  the  latter  in  three 
different  ways,  as  follows  : 

Under  Gr.  Hang.  Poa.  (Fig.  85).  —  The  pupils  stand  facing 
the  bar.  Command,  u  Under  grasp  — grdsp  !  "  The  pupils 
jump,  and  grasp  the  bar  on  the  opposite  side  from  that  on 
which  they  stand.  The  arms  are  straight,  and  the  distance 


FIG.  83. —  STR.  STRIDE  ST.  PC 


92 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


between  the  hands  at  least  equal  to  the  shoulder-width.  If 
you  wish  the  pupils  to  grasp  on  the  same  side  on  which  they 

stand,  the  position  is 

Over  Gr.  Hang.  Fos.  (Fig. 
84).  —  Command,  etc.,  on  the 
same  principles  as  the  previ- 
ous exercise.  If  one  hand 
grasps  each  side  of  the  bar, 
the  position  is  called 

Under  Hang.  Fos.  (Fig.  86), 
which  is  done  on  the  same 
principles.  (Best  with  the 
groove  up.) 

When  these  positions  are 
practised  for  the  first  time, 
the  bar  is  put  so  low  that 
every  pupil  can  easily  reach 
it,  those  who  are  very  tall 
sometimes  having  to  bend 
their  knees  slightly  backward, 
in  order  not  to  stand  on  the 
floor  after  the  hands  have 
grasped. 

In  each  one  of  these  posi- 
tions the  pupils  may  pull 
themselves  up  by  bending 


no.84.-OvKRGK.HAKG.Pos. 


being  : 


Under  Or.  Hang.  2  A.  Flex.  (Fig.  85).  —  Command  (after 
commencing  position  is  taken  as  above),  "Lift!"  With  mod- 
erate speed,  the  pupils  raise  themselves  as  high  as  possible,  the 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


93 


head,  elbows,  and  (straight)  legs  being  carried  well  backward 
and  the  chest  forward.     At  the  command  "  Sink  I  "  the  pupils 
lower  themselves 
slowly  until  the  arms 
are  straight. 

Over  Gr.  Hang.  2  A. 
Flex,  and 

Under  Hang.  2  A. 
Flex,  are  done  on  the 
same  principles.  These 
movements  may  be 
increased  in  strength 
by  increasing  the  dis- 
tance between  the 
hands,  by  bending  the 
arms  only  to  90°,  or 
by  increasing  the  dura- 
tion of  the  movement 
(by  repeating  it  a  num- 
ber of  times).  When 
repeated  several  times, 
the  movement  should 
not  be  done  by  quick 
jerks,  but  slowly  and 
evenly,  a  pause  being 
made  in  each  of  the 
two  positions  (bend  gr. 
hang,  and  str.  gr.  hang. 
positions). 

Next  in  progression  comes  travelling  on  the  bar.     This  can 
be  done  in  either  of  the  above  positions  with  the  arms  bent. 


Fm  ^  _  UNDER  GK  HANG  2  A.  FLEX 


94 


ED UCA  TIONA  L   G  YMNA  STICS 


Under  Hang.  Travel.  (Fig.  86).  — Command,  «  Stdrt /"  The 
pupil  stands  at  one  end  of  the  bar,  grasps  it  as  above,  pulls 
himself  up,  and  travels  slowly  to  the  other  end  by  letting  each 
hand  alternately  grasp  behind  the  other  one,  the  head  being 
kept  immediately  under  the  bar  ("  the  nose  in  the  groove  !  "). 
The  bar  may  be  hori- 
zontal or  inclined. 
The  movement  can 
be  done  so  that  the 
head  is  alternately 
lifted  above  the  sides 
of  the  bar,  and  is 
stronger  in  that  form.  It  is  then  called 

Under  Hang.   Trav.   w.    Alternate  Elev. 

By  using  either  of  the  other  two 
grasps,  we  get 

Und.   Gr.  Hang.  Trav.,  and 

Over  Gr.  Hang.  Trav.,  which  move- 
ments are  done  at  first  by  moving  one 
hand  at  a  time,  later  on  by  moving 
both  hands  simultaneously ;  they  are 
then  called 


2  Hand.  Trav. 


FIG.  86.  — UNDER  HANG.  2  A.  FLEX., 
OR  UNDER  HANG.  TRAV. 


Und.  Gr.  Hang. 
Over  Gr.  Hang. 

Beginners  (women  and  children)  may  travel  with  straight 
arms,  and  the  movement  then  is  best  done  as 

Over  Gr.  Hang.  Oscillatory  Travelling,  which  exercise  is  done 
so  that  the  impetus  for  motion  is  received  by  oscillating  the 
whole  body  (from  the  shoulders  to  the  feet)  from  side  to  side, 
the  left  hand  moving  when  the  legs  swing  to  the  left;  the 
right,  when  they  swing  to  the  right.  This  exercise  corresponds 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  95 

to  travelling  in  the  rings  (common  in  American  gymnasiums), 

but  is  safer  and  more  developing  than  the  latter. 

One  of  the  strongest  horizontal-bar  movements  is  the 
Rotary    Travelling    (.Fig.   87).  —  This   movement   is    done  as 

follows :   Grasp  the  bar  with  the 

left  (r.)  hand,  and  hang  with  this 

arm  bent  (as  shown  in  Fig.  87  a), 

the  right  (1.)  arm  hanging  down 

by  the  side  ;  the  head  is  on  the  side  of 

the   bar   opposite  the  hand  that  grasps. 

Now  tip  the  head   backward  under  the 

bar,  and   rotate    the   body  to  the  right  (1.) 

until  the  head  is  on  the  same  side  of  the  bar 

as  the  left  (r.)  hand  ;    now  grasp  with   the 

right  (1.)  hand,  the  right  (1.)  arm    bent  at  Fl"-«'a--ROTABYTRAv. 

ELLING  ON  THE   HORI- 

the  elbow,  and  let  go  with  the  left  (r.)  hand.         ZONTAL  BAR. 
Hanging  on  the  bent  right  (1.)  arm,  you  rotate  forward  to  the 
right  (1.)  so  that  the  head  comes  on  the  original  side  of   the 
bar,  when  again  grasp  with   the  left  (r.)  hand,  and  continue 
the  movement  as  just  described  until  the  other  end  of  the  bar 


FIG.  876.  —  ROTAKY  TRAVELLING  ox  THE  HORIZONTAL  BAR. 

is  reached.  Fig.  87  b  shows  the  grasp  of  the  hands,  the  move- 
ment starting  with  both  hands  on  the  bar.  If  the  bar  is 
grasped  so  that  the  first  rotation  takes  place  forward,  it  is  a 
little  easier  to  continue  the  movement. 

Travelling  by  means  of   the  arms  alone   can  also  be    done 
upward  between  two  ropes. 


96 


ED  UCA  TIONA L   G  YMNA  S  TICS 


\ 


Under  Hang.  Vertical  Trav.  (hand  above  hand)  (Fig.  88). — 
Grasping  two  of  the  vertical  ropes,  one  in  each  hand,  the 
pupil  pulls  himself  up  as  far  as  possible, 
extends  one  arm  upward,  and  grasps  the  rope 
a  little  higher,  bends  that  arm  to  utmost 
flexion,  and  repeats  the  movement  with  the 
other  arm,  and  with  each  hand  alternately 
until  he  reaches  the  ceiling.  He  travels 
downward  in  the  same  manner  or  by  moving 
both  hands  at  the  same  time,  —  a 
short  distance  at  a  time,  and  with 
the  arms  always  bent.  Before 
any  upward  travelling  takes  place, 
2  A.  flex,  alone  (Fig.  89)  should 
be  practised ;  and  for  advanced  f{ 
pupils  this  movement  may  be  done 
two  or  three  times  after  the  ceiling 
has  been  reached  (or  when  the  pupil 
has  gone  as  high  as  he  can)  before 
travelling  down  again. 

Figs.  90,  91,  and  92  show  how  a 
corresponding  exercise  can  be  done 
on  ladders  and  stall-bars,  the  move- 
ment then  being  done  with  over 
grasp. 

Between   the  ropes,  we  can  also 

FIG.  89. 

turn  a  somersault  backward,  if  we  hang  on  straight  HANG.  2  A. 
arms,  lift  the  legs  forward  upward,  and  tip  the  head 
and  shoulders  backward,  coming  back  the  opposite  way.     This 
is  called 

Somersault    Backw.    betw.    Ropes    (Fig.   93).  —  In    this    move- 


FIG.  88.— UNDKRHANG. 
VERTICAL  TKAV. 


MOVEMENTS    OF     THE    SWEDISH    SYSTEM  97 

I  if' 


FIG.  90.  —  VERTICAL  TRAVELLING  FIG.  91.  —  OVER  GR.  HANG.  TRAV.  ON 

ON  PERPENDICULAR  LADDER.  INCLINED  LADDER. 


FIG.  92.  —  OVER  GR.  HANG.  TRAV. 
ON  STALL-BARS. 


FIG.  93.  —  SOMERSAULT  BACKWARD 
BETWEEN  ROPES. 


ED  UCA  TIONA L   G  YMNA  S  TICS 


ment,  skilled  athletes  are  able  to  hold  themselves  in  horizontal 
position  with  upturned  face  or  facing  downward  (after  turn- 
ing the  somersault).  Beginners  should  be  assisted  as  shown 
in  Fig.  94  a  and  b.  Children  may  be  given  the  corresponding 
exercises  on  stall-bars,  as  shown  in  Fig.  95.  Command,  "For- 
ward downward  —  bend  !  Grrdsp  I  Stoop  hanging  position  — 
one  !  Two  /"  .  .  .  1.  The  legs  are  lifted  so  that  the  whole  back 


FlG.  94  a.  —  SOMERSAULT  WITH  ASSISTANCE.  FlG.  W  b. 

of  the  body  rests  against  the  bars.     2.  The  feet  are  again  put 
on  the  floor. 

Crook  Hang.  FOB.  (Fig.  96).  —  The  pupil  grasps  one  of  the 
stall-bars  (or  double  or  single  bar,  as  in  Fig.  96  b  and  Fig.  97) 
as  high  up  as  possible,  and  hangs  on  straight  arms  with  his 
back  resting  on  the  bars.  Command,  "Knees  upward  — 
bend!"  Both  knees  are  bent  upward  (as  in  crook  half  st. 
pos.)  "Knees  downward  —  stretch!'1''  The  legs  are  stretched 
downward  again. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  99 


Fio.  95.  —  STOOP  HANG.  Pos.  ON  STALL-BARS. 


a 

FIG.  96. —  CROOK  HANG.  Pos.    «,  ON  STALL-BARS;  b,  ON  DOUBLE  BAK. 


100 


EDUCA  TIONAL   G  YMNASTICS 


Crook  Hang.  Alternate  Kn.  Ext. —  Command,  "Knees  upward 
—  bend  !  Knee  extension  —  6ne  !  Tw6  !  "  .  .  .  1.  The  left  (r.) 
knee  is  extended  forward  so  that  the  leg  is  horizontal.  2.  The 


FIG.  97.  —  CKOOK  HANG.  2  KN.  EXT.  FORW. 

left  (r.)  knee  is  bent  while  the  right  (1.)  knee  is   extended 
in  a  similar  manner. 

Crook  Hang.  2  Kn.  Ext.  (Fig.  97).  —  Command,  "Knees 
upward  —  bend  !  Forward  —  stretch  !  Bend  !  Stretch  !  "  .  .  . 
Both  legs  are  stretched  simultaneously. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  101 

Crook  Hang.  2  L.  Elev.  —  Command,  "  Grrdsp !  Legs  for- 
ward—  lift!"  Both  legs  are  lifted  to  horizontal  position. 
"Sink!"  The  legs  are  lowered. 


FIG.  98.  —  UNDER  HANI;.  2  L.  SWING.  OVER  BAR. 

Under  Hang.  2  L.  Swing,  over  Bar  (Fig.  98).  —  Apparatus: 
double-bar.  Command,  "  Grrdsp ! "  The  pupil  grasps  the 
upper  bar.  "  Legs  forward  swing  —  one !  Two  !  "  .  .  .  The 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


pupil    swings    his    legs    straight    forward    over   the   bar   from 
side  to  side. 

Crook  Hang.  L.  Abd.  (Fig.  99).  —  Command,  "Grrdsp!  Legs 
forward  —  lift  !  Leg  abduction  — 
one  !  Two  !  "...  1.  The  legs  are 
brought  as  far  apart  as  possible. 
2.  The  legs  are  again  brought  to- 
gether. The  legs  remain  lifted 
into  horizontal  position  through- 
out the  movement. 

Later  on,  the  six  preceding 
exercises  are  done  with  bent  arms 
(bend  cr.  hang.  pos.). 

Over  Gr.  Cr.  Hang.  2  A.  Flex 
(Fig.  100).  —  Command,  "  G-rdsp  ! 
Legs  forward  —  lift  !  Arms  — 
bend!  (or  Lift!)  Stretch!  (or 

FIG.  99.  —  CKOOK  HAJJG.  L.  ABD.          Q'wlf  f\  " 

Crook  Under  Hang  Trav.  (Fig.  101)  is  done  on  the  same 
principles  as  under  hang,  trav.,  except  that  the  legs  are 
lifted  to  horizontal  position. 

Crook  Hang.  Somersault  Backw.  over 
the  Bar.  —  The  pupil  hangs  on  straight 
arms,  at  first  with  under  grasp,  later 
on  with  over  grasp,  and  lifts  his  legs 
forward  until  his  feet  touch  the  bar  ; 
now  he  pulls  himself  up  on  bent 

arms,   and,    in    so   doing,    throws   his  FlG.100.J^ERGll.CK.  HANIJ. 
legs    over    the    bar   (by    tipping    his  2  A.  FLEX. 

head  backward),  tips   his   trunk   backward  (Fig.  102),  as   in 
the   somersault   between   the   ropes,  and  finally  comes  wholly 


=r—    ,  \- 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


103 


over  on  the  other  side  of  the  bar  on  which  he  rests  by  his 
hands ;  and  in  this  position  the  arms  are  straight,  the  abdo- 
men leans  against  the 

bar,  the  body  is  grace-  >~> 

fully  curved  backward, 
and  the  head  is  car- 
ried very  high.  This 
position  is  called 

Balance  Hang.  Pos. 
(Fig.  103).  —  Another 
way  of  taking  this  posi. 
tion  is  to  grasp  the  bar 
with  both  hands  (over 
gr.),  and  with  one  knee  over  the  bar,  to  swing  the  other  leg 
quickly  backward,  so  that  you  come  up  sitting  astride  the  bar ; 


FIG.  101. —  CROOK  UXDKR  HANG.  TRAV. 


FIG.  102.  — INTERMEDIATE  Pos.  OF 
SOMERSAULT  OVER  THE  BAR. 


FIG.  103.  —  BALANCE  HANG.  Pos. 


then  the  forward  leg  is  lifted  backward  over  the  bar  and  placed 
beside  the  other  one.  This  movement  is  familiar  to  all  "hori- 
zontal-bar performers,"  and  hardly  needs  illustration.  Instead 


104 


ED UCA  TIONA  L   G  YMNA  S TICS 


of  taking  the  balance  hang,  pos.,  you  may  bring  the  back- 
ward leg  over  the  bar  and  sit 
on  the  latter  (high  sitt.  pos.). 
From  this  position  ybu  can 
now  turn  a  somersault  back- 
ward, as  shown  in  Fig.  104. 

(In    a    schoolroom, 
the  balance  hang.  pos. 
can   be   taken    by    the 
pupil  standing  in   the 
aisle  and    placing    his 
hands    on    the    desks 
each  side  of  him  ;  if  now  he 
raises  his   knees  forward,   the 
position  corresponds  to  the  cr. 
hang,  pos.) 

In  the  balance  hang,  and 
high  sitt.  pos.,  we  might 
travel  along  the  bar,  which 
movements  need  no  de 
scription. 

A  great  many  other  move- 
ments, suitable  for  advanced 
pupils,  might  be  done  in  these 
two  positions,  but  they  will 
not  be  described  here. 

Exercises  in  cr.  hang.  pos. 

are     abdominal     exercises,    as 

FIG.  104.  -HIGH  SITT.  SOMERSAULT  BACKW.  weH  ;    and,    when     a     heaving 

movement  of  this  kind  is  used,  other  abdominal  exercises  may 
be  eliminated  from  that  lesson. 


MOVEMENTS   OF   THE   SWEDISH  SYSTEM 


105 


Fall  Hang.  Pos.  (Fig.  105).  —  The  bar  is  put  at  hip-height. 
Command,  "  Girdsp ! "  The  pupils  place  their  hands  on  the 
bar.  "Feet  forward — pldce!"  The  pupils  swing  their  legs 
quickly  forward  under  the  bar,  so  that  they  hang  on  straight 
arms  with  heels  resting  on  the  floor.  The  body  is  straight 
from  the  head  to  the  feet,  or  slightly  arched,  the  head  is 
backward,  and  the  chest  is 
vaulted.  "  Position ! "  The  •« 
pu  p  i  1  s  resume  commencing 


position.    ("•  The   same  —  6ne 


Arch    Hang    Pos.    (Fig.   106) 
The  bar  is  nearly  shoulder 


FIG.  105. -FALL.  HANG.  Pos. 

high.  Command,  "  Grrdsp  !  Feet  backward — place!'1''  The 
feet  are  placed  as  far  backward  as  possible,  with  the  insteps 
stretched  so  that  the  body  rests  on  the  tips  of  the  toes.  The 
arms  are  straight.  "Position!"  etc.,  as  above. 

Change  between  Fall  and  Arch  Hang.  Pos.  —  Command,  "Feet 
fonvard — pldce  !  Feet  backward — pldce  /"  The  arms  remain 
straight  while  the  feet  are  swung  backward  into  arch  hang, 
pos.  "  The  same  —  6m  !  Tw6  !  "  .  .  . 


106 


EDUCATIONAL   GYMNASTICS 


In  each  position,  we  can  do  an  arm-flexion  on  the  same 
principles  as  in  the  other  hanging  positions.  These  exercises 
are  called 

Fall   Hang.  2   A.  Flex,  and 

Arch  Hang.  2  A.  Flex.,  and  do  not  need  any  description. 

Of  these  five  movements,  the 
first,  third,  and  fourth  are  suit- 
able for  children  and  beginners, 
as  introductions  to  the  various 
other  hanging  positions.  The 
second  and  fifth  are  suitable  for 
more  advanced  pupils.  All 
these  exercises  are  increased  in 
force  by  lowering  the  bar  or 
by  bringing  the  hands  farther 
apart.  In  this  manner,  the  arch 
hang.  pos.  can  be  made  to  bring 
about  the  most  forcible  expan- 
sion of  the  chest. 

The  exercises  can  be  ar- 
ranged in  the  schoolroom  by 
placing  the  pupils  in  the  aisles 
(facing  the  back  part  of  the 
room)  and  letting  them  grasp 
the  desks  on  each  side  of  them. 

The  following  movements  are  various  forms  of  climbing, 
which  are  especially  suitable  for  children,  although  they  should 
be  done  by  grown  persons  as  well. 

Climbing  the  Inclined  Rope  (Fig.  107).  —  The  hands  grasp 
the  rope,  right  (1.)  hand  above,  and  the  left  (r.)  knee  is 
swung  over  the  rope,  while  the  right  (1.)  leg  hangs  straight 


106. —  ARCH  HANG.  Pos. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


107 


down.      Travelling    upward    is 
order :  The  left  (r.)  hand  grasps 
one,  and   at   the  same  time  the 
off  the  rope,  and  the  right  (1.) 
The    same     move- 
with  the  other  hand 
till    the    ceiling    is 


now  done  in  the  following 
above  the  right  (1.) 
left  (r.)  leg  is  swung 
one  swung  on  to  it. 
ment  is  now  done 
and  leg,  and  so  on 
reached.  The  move- 
ment can  also  be  done 
on  the  horizontal  bar. 
Before  travelling  is 
attempted,  the  move- 
ment of  the  legs 
should  be  practised 
alone,  while  one  hand 
alternately  grasps 
over  and  under  the 
other  o  n  e,  which 


FIG.  108.  —  INTRODUCTION  TO  INCLINED  ROPE  CLIMB. 

remains  in  one  and   the   same  place.     For  children,  this  can 
be  arranged  by  tilting   a   long  bar  against  the  bar-stalls  (or 


108 


ED  UCA  TIONA  L   G  YMNA  S TICS 


into   a   corner),    while   another   pupil   fixes 
placing  his  foot  against  it  (Fig.  108). 

Inclined  Rope  Climb.  Backw.  (Fig.  ^ 
similar  principles,  except  that  the  legs  // 
head  down. 

Rotary    Climb,     on    Inclined 
—  Both  hands  grasp  the  rope 
the   body    is    pulled 
and    both    legs     are 
rope    above  ^^  /•      /\f 

110     a). 


its   lower   end  by 

109)  is  done  on 
are  up  and  the 

Rope  (Fig.  110). 
with  over  grasp, 
up  on  bent  arms, 
swung  over  the 
the  hands  (Fig. 
Now  move  both 


FIG.  109. —  INCLINED  ROPE  CLIMB.  BACKW. 


hands,  one  at  a  time,  upward,  and  grasp   the   rope   from   the 
opposite  side,  so  that  the  hand   that   was   below  now  comes 


FIG.  110  a.    ROTARY  CLIMBING  ON  INCLINED  ROPE.    FIG.  110  6. 

above  the  other  one  (Fig.  110  6).  Repeat  the  movements  of 
the  legs,  as  above,  and  continue  these  procedures  as  high  up  on 
the  rope  as  you  can.  (Suitable  only  for  strong  individuals.) 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


109 


In  each  of  these  movements  you  may  come  back  by  climbing 


pies  as  you  climb  up  in 
possible,  each  pupil, 
should  climb  down  on  a 
place  as  the  inclined  rope 
as  this  will  save  time. 
111).  —  Grasp  the  rope 


downward  on  the  same  princi- 
the  first  of  the  exercises.  If 
upon  reaching  the  ceiling, 
rope  suspended  from  the  same 
(or  on  some  other  apparatus), 
Vertical  Rope  Climb.  (Fig. 

with   the    ^^  Lk 

hands,  pull  (iS  .  i  ,T/ 

i  '^i,  ^  r\\    />  -^' 

the  legs  up, 
and  take  the 
rope  between 
the  feet  as 
near  the 
hands  as  pos- 
sible, the  left 
foot  being  in 

\  i  )  front  when  the  right  hand  is  uppermost, 
and  vice  versa.  Keeping  the  grasp  with 
the  feet,  extend  the  knees,  let  the  hands 
glide  up  as  high  as  possible,  and  grasp  the 
rope  so  that  the  hand  which  was  below  shall  now  be 
above  the  other  one.  Pull  the  legs  up,  and  take  a 
new  grasp  (as  above),  etc.,  all  the  way  to  the  top. 
To  come  down,  move  hand  under  hand  and  let  the 
"  feet  slide  down  the  rope,  the  legs  being  well  drawn 
FIG.  112.— CLIMB-  up.  The  movement  can  be  done  on  the  vertical 

ING  THE  POLE.  i 


FIG.  111.  — CLIMBING  THE 
VERTICAL  ROPE. 


Instead  of  coming  down  as  just  described,  you  can  descend 
head  first,  hand  under  hand,  as  in  Fig.  113,  or  by  letting  the 
feet  slide  on  the  rope,  while  the  arms  are  extended  sideways, 


110 


EDUCATIONAL   GYMNASTICS 


as  in  Fig.  114.  These  modes,  however,  should  not  be  attempted 
by  any  but  advanced  pupils,  who,  with  assistance,  have  learned 
how  to  turn  their  feet  up  and  grasp  the  rope,  this  being  done 
near  the  floor. 


FIG.  113.  — CLIMBING  DOWN  THK  ROPK,       FIG.  114.  — SLIDING  DOWN  THE  ROPE, 
HEAD  FIRST.  HICAD  FIRST. 


Trav.  from  Rope  to  Rope  (Fig.  115).  If  several  ropes  (or 
poles)  are  hanging  in  a  row,  the  pupils  may  travel  from  rope 
to  rope,  taking  one  grasp  (and  one  "lift")  on  each  rope,  and 
steadily  rising.  When  the  ceiling  is  reached,  they  travel  along 
on  the  same  level  till  the  last  rope  is  reached,  and  then  slide 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  111 

down  in  any  of  the  ways  described  above.     (Compare  under  gr. 
hang,  vertical  trav.  on  ropes.) 

Serpentine     through    Vertical    Ladder.  —  A    pupil    crawls    into 


g 


FIG.  115.  —  TRAVELLING  FROM  ROPE  TO  ROPK. 


one  of  the  openings,  and,  sitting  on  one  of  the  rounds,  he 
grasps  the  next  (or  second)  round  above  with  his  hands 
crossed;  he  pulls  himself  up  into  the  next  opening,  helping 
himself  by  pushing  with  the  feet  (Fig.  116  a).  He  now  faces 


112 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


the  opposite  way ;  and,  grasping  a  round  above,  as  before,  he 
proceeds  upward.  When  he  has  reached  the  top  of  the  ladder, 
he  moves  into  the  next  opening  obliquely  below,  and  climbs 
down,  feet  first,  in  a  manner  similar  to  his  ascending  (Fig. 
116  &).  As  soon  as  there  is  room,  another  pupil  starts  ;  and 
in  this  way  a  constant  current  of  pupils  is  kept  going  up  in 
one  half  of  the  ladder  and  down  in  the  other  half. 


rr 


FIG.  116. —  SERPENTINE  THROUGH  VERTICAL  LADDER. 

Another  way  of  arranging  the  movement  is  seen  in  Fig.  117, 
where  the  pupil  climbs  up  zigzag  and  down  the  same  way. 
This  is  usually  done  so  that  two  pupils  sit  on  the  lowest  round 
facing  in  opposite  directions,  start  at  the  same  time,  and  follow 
each  other  all  the  way  up  and  down,  crawling  not  only  in  and 
out  through  the  openings,  but,  at  the  same  time  also,  around 
each  other. 


MOVEMENTS  OF  THE   SWEDISH  SYSTEM  113 


FIG.  118.  —  SEKPENTINE  AKOUMU  THE  SIUEPIECE  OF  LADDER. 


114 


ED  UCA  TIONA  L   G  YMNA  S  TICS 

\  ; 


\     9^-  / 

I  3 


FIG.  119.  — ZIGZAG  SEKPKNTINK  DOWNWARD,  HEAD  FIRST. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


115 


The  serpentine  can  also  be  done  around  the  side-piece  of  the 
ladder,  as  shown  in  Fig.  118 ;  a  and  b  showing  the  movement 


FIG.  117.  — ZIGZAG  SERPENTINE  THROUGH  VERTICAL  LADDER. 

upward ;    c,  c?,  and  e  downward.      You  can  also  climb  down- 
ward, head  first,  as  shown  in  Figs.  119  and 
120  ;    119  a  showing  the  mode  of  turning ; 
6,  <?,  and  d  different  stages  of  the  movement. 

Of  these  movements,  the  second  is  the 
easiest,  but  the  first  is  used  more,  as  it  takes 
less  time,  if  the  class  is  large. 

The  corresponding  form  of  climbing  can  be  J  ^ 
done  in  the  horizontal  ladder,  the  motion  \SJ|*~-,  * 
being  similar  to  that  described  in  the  second  N!J 

of  the  preceding  movements.     The  climbing  FIG.  120.  — OUTSIDE  SER- 
PENTINE DOWNWARD, 
is  done  either  zigzag,  head  first  upward  and          HEAD  FIRST. 

feet  or  head  first  downward  (Fig.  121),  or  in  and  out  through 
openings  on  the  same  level,  either  head  first  (Fig.  122),  or  feet 


116 


ED  UCA  TIONA L   G  YMNA  S TICS 


first  (Fig.  123).  In  total  absence  of  ladders,  a  similar  move- 
ment is  done  on  the  double  bar,  as  shown  in  Fig.  122  b,  where 
the  pupils  climb  from  side  to  side  around  each  other.  In 
the  horizontal  ladder,  the  pupils  can  soon  travel  downward, 


FIG.  121.— ZIGZAG  SERPENTINE,  GOING  DOWNWARD,  HEAD  FIRST. 

head  first,  whereas  in  the  vertical  ladder  this  .takes  more  time 
to  learn. 

An  excellent  exercise  to  cultivate  the  habit  of  using  the 
opposite  limbs  simultaneously  we  have  in  the  ordinary  ladder 
climbing,  as  shown  in  Fig.  124.  The  command  is,  "  Upward 
march  —  6ne!  Tw6  /"  .  .  .  At  the  start,  both  feet  are  on  the  floor, 
and  both  hands  grasp  as  high  a  round  as  they  can  reach  (on  the 
rope-ladder  the  hands  grasp  the  side-ropes) ;  at  "  one"  the  left 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  117 

foot  is  moved  one  step  up,  and,  at  the  same  time,  the  right  hand 
grasps  above  the  left  one  ;  at  "  two"  the  right  foot  moves  one 


FIG.  122.  — a,  HORIZONTAL  SERPENTINE  THROUGH  LADDER. 
b,  CORRESPONDING  EXERCISE  ON  DOUBLE  BAR. 


step  above  the  left,  while  the  left  hand  grasps  above  the  right 
one,  etc.     This  movement,  which  may  precede  all  climbing  on 


FIG.  123.  — HORIJ 


~>,  FEET  FIRST. 


ropes  or  poles,  is  one  of  the  easiest  of  the  heaving-movements. 
It  can  be  done  on  ordinary  vertical  (or  inclined)  ladders,  on 


118 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


rope  ladders  (Fig.  124),  and  on  stall-bars  with  or  without  the 
help  of  a  rope  (Figs.  125  and  126). 

For  children,  and  in  absence  of  other 
apparatus  than  stall-bars,  some  simple 
substitutes  for  heaving-movements  can  be 
arranged,  as  shown  in  Figs.  127,  128,  and 
129,  which  hardly  need  explanation. 

There  is  no  class  of  ex-  

ercises  more  needed  by  the    , — ._ r^. 

growing   generations    than  -^-  ------ ]_U- 

the       heaving-movements,  ryV 
and  in  any  room  (school-    X 
room)    some    simple     con- 
trivance, can  easily  be  put 
up  so  that  at   least  some 
^V       form   of  these  movements 
\  may  be  applied. 

^""^  y     ^  y°u  are  willing1  *°  de- 
./    velop   the   muscles  of  the 

*r         arms    at    the    expense    of ^_ 

the   chest,   then   you   may 

use     dumb-bells,    Indian    .__.. 

Clubs,     etc.        These      loose  FIG.  126. -CLIMBING 
THE  STALL-BARS. 

pieces  of  apparatus  may  be 
suitable   for   advanced   classes   of    adults, 
whose  shapes  are  settled  once  for  all,  and 
FIG.  124. -CLIMB. ROPE    wno  wish  to  develop  muscle  and  reduce 
fat,    whereas   in   gymnastics   for    children 

they  are  best  left  alone,  since  they  have  the  bad  quality   of 

producing  and  encouraging  faulty  posture. 


\ 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  119 


FIG.  127.— SIDEW.  TKAV.  ON  STALL  15,u 


FIG.  126. —  CLIMBING  LADDER 
WITH  HELP  OF  A  UOPK. 


FIG.  128.  -  REACH  GR.  COUR-  FlG.  129.  _  REACH  QR  Po 

TEST  SITT.  2  K.N.  EXT. 


120  EDUCATIONAL   GYMNASTICS 

The  heaving-movements  being  of  so  many  different  kinds,  it 
is  very  difficult  to  include  them  all  in  one  progressive  arrange- 
ment ;  yet  the  following  list  may  serve  to  give  the  teacher  an 
idea  of  the  comparative  strength  of  these  movements. 

1.  Over  Gr.  Hang.     \  16.  Vert.  Rope  Climb. 
Under  Hang.         {  Pos.  17.  Cr.  Hang.  2  L.  Elev. 
Under  Gr.  Hang.  )  18.  Uud.  Gr.  Hang.  Trav. 

2.  Fall  Hang.  Pos.  19.  Under  Hang.  Trav. 

Fall  Hang.  2  A.  Flex.  20.  Under  Hang.  Vert.  Trav.  on  Ropes. 

3.  Over  Gr.  Hang.  Osc.  Trav.  21.  Under  Hang.  Trav.  w.  Alt.  Elev. 

4.  Arch  Hang.  Pos.  22.  Cr.  Hang.  L.  Abd. 
Arch  Hang.  2  A.  Flex.  23.  Somersault  betw.  Ropes. 

5.  Horiz.  Serpentine.  24.  Over  Gr.  Hang.  Trav. 

6.  Climb,  on  Rope  Ladder.  25.  Cr.  Hang.  Somersault. 

7.  Cr.  Hang.  Pos.  26.  Over  Gr.  Hang.  2  Hand  Trav. 

8.  Inclined  Rope  Climb.  27.  Inclined  Rope  Climb.  Feet  first. 

9.  Cr.  Hang.  Alt.  Kn.  Ext.  28.  Over  Gr.  Cr.  Hang.  2  A.  Flex. 

10.  Vertical  Serpentine.  29.  Und.  Gr.  Hang.  2  Hand  Trav. 

11.  Und.  Hang.  L.  Swing  over  Bar.  30.  Rotary  Climb,  on  Inclined  Rope, 

12.  Und.  Gr.  Hang.  2  A.  Flex.  31.  Over  Gr.  Hang.  Vert.  Trav.  on  Ladder. 

13.  Cr.  Hang.  2  Kn.  Ext.  32.  Cr.  Und.  Hang.  Trav.  (Bar  or  Ropes). 

14.  Und.  Hang.  2  A.  Flex.  33.  Rotary  Trav.  on  Bar. 

15.  Over  Gr.  Hang.  2  A.  Flex. 

SHOULDER-BLADE  MOVEMENTS. 

By  shoulder-blade  movements,  we  mean  exercises  which  tend 
to  correct  the  posture  of  the  shoulder-blades,  flattening  them  on 
the  back  and  pushing  the  shoulders  backward.  Before  any- 
thing is  done  to  forcibly  place  the  shoiilder-blades  in  the  posi- 
tion they  ought  to  have,  the  muscles  must  first  be  made  pliable 
and  extensible.  This  is  accomplished  by  the  introductory  exer- 
cises, which  we  call  single  arm-extensions,  and  which  have  been 
placed  first  on  the  following  list. 

Children  are  more  in  need  of  shoulder-blade  movements  than 
grown  pei-sons,  and  two  exercises  of  this  class  may  be  safely 
put  into  each  lesson  for  children,  if  the  teacher  deems  such  a 
proceeding  necessary. 

In  the  description  below,  the  movements  have  been  grouped 


MOVEMENTS  OF  THE  SWEDISH  SYSTEJf 


121 


together  according  to  the  commencing  positions  from  which 
they  are  done. 

Half  str.  St.  Pos.  (Fig.  130).  —  Command,  "Left  (r.)  arm 
upward  stretch  —  tine!  Tw6 7"  1.  The 
left  (r.)  arm  takes  bend  pos.  2.  The  arm 
is  stretched  upward  on  the  same  principles 
as  when  both  arms  are  stretched  (in  2  A. 
ext.).  Common  faults  are :  leaning  the 
head  against  the  arm  that  is  extended 
upward,  and  drooping  the  other  shoulder. 
"Change  arris  —  6ne!  Tw6 7"  1.  Both 
arms  are  bent  upward  (Fig.  80,  p.  88).  2. 
The  left  (r.)  arm  is  extended  downward, 
the  right  (1.)  one  upward. 

For  children,  the  movement  may  be  \ 
done  from  bend  st.  pos.  Command, 
"  Arms  upward  —  bend  !  Alternate  arm- 
extension  upward,  beginning  by  the  left  (?'.) 
—  tine!  Twtif"  .  .  .  One  arm  bends, 
while  the  other  one  extends.  In  this 
manner,  an  alternate  arm-extension  may 
also  be  done  sideways  or  forward. 

Half  Str.  Half  Yd.  St.  Pos.  (Fig.  131).— 
Command,  "Left  (r.)   arm  upward,   right 
(£.)  arm  sideways  stretch  —  6ne  !    Tivti  !  " 
1.  Bend  st.  pos.     2.  The  arms  extend  as     FIG.  130.  -  HALF  STR. 
directed.     Common  faults  are  :  raising  the  ST"  Pos' 

arm,  which  is  in  yard  pos.,  above  horizontal,  and  carrying  it 
forward ;  leaning  the  head  against  the  arm  which  is  extended 
upward,  etc. 

Half    Str.  Half   Reach    St.  Pos.  —  Command,   "  Left  (r.)  arm 


122 


ED  UCA  Tl  ON  A  L   G  YMNA  S  TICS 


same  shoulder  forward. 


upward,  right  (7.)  arm  forward  stretch  —  6ne!     Tw6!"      The 
most   common   faults    in   this    movement   are :    stretching   the 

,-|  right  (1.)  arm  sideways 

I  forward,  instead  of  for- 

M  ward,  and  throwing  the 

\  '4.  >  /"      }/       st.  POS.  (Fig.  132).  — 

\    —  4         \  ' 

i K.J       .7  Command,    "Left    (r.) 

orw  sideways,  right  (Z.) 
arm  forward  stretch  — 
rf-we  /  Tw6 ! "  Com- 
mon faults  are  :  twist- 
ing the  trunk,  throwing 
the  shoulders  out  of 
position,  and  not  keep- 
ing the  arms  horizontal. 
In  the  last  three  ex- 
ercises, the  arms  change 
position  at  the  com- 
mand, u  Change  arms 
—  6ne  !  Tw6!" 

1.  Both  arms  bend. 

2.  The   arms    are    i 

FIG.  131. -HALF.  STR.  HALF  YD.  ST.  Pos.  stretched   in   OppO-    /• 

site  directions.  Any  of  these  exer- 
cises, once  learned,  may  be  suitably 
used  as  introductions  to  a  lesson 
for  even  an  advanced  class. 

The  following  movements  are  shoulder-blade  movements  of  a 
more  specific  nature. 


FIG.  132. —  HALF  YD.  HALF  REACH 
ST.  Pos. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


123 


St.  2  A.  Ext.  Backw.  (Fig.  133). — Command,  "-Arms  backward 

stretch  —  tine!     Twti!"     1.  Bend  st.  pos.     2.  The  forearms  are 

flung  downward  and  backward  as  far  as  good 

posture  will  allow,  and  stay  there,  straight,  par- 
allel, and  with  the  palms  of  the  hands  turned 

toward  each  other.     Common  faults  are  :  push- 
ing the  head  forward  and  concaving  the  chest. 

Care  should  be  taken  that  this  exercise  be  not 

used  too  early ;  for,  unless  performed  in  very 

good  posture,    it  has  an  effect  very  different 

from  the  one  desired  —  which  is  to  expand  the 

clavicular  (upper  sternal)  region  of  the  chest, 

thus   pushing   the    shoulder-blades    backward. 

To  counteract  ill  results  as  well  as  to  increase 

the  good  ones,  the  movement  is  best  combined 

with  (or  immediately  followed  by)   2  A.  ext. 

sidew.      Command.    '•'•Arms    sideways    and   backward   stretch  — 

tine!  .  .  .  Ftiur!  The  same  — tine! 
.  .  .  Ftiur ! "  .  .  .  This  combina- 
tion  is  much  more  powerful  than 
either  of  the  two  movements 
alone,  as  any  one  will  know  who 
has  tried  it. 

St.   Slow  2  A.  Ext.  to  Yard  St.  d 
Pos.     (Fig.     134). J  —  Command, 
tk  With  palms   turned  up,  arm  ex- 
slowly  —  one!    Two/"    ...    1.   Bend   st. 


TIG.  133.  —  ST.  -2  A. 
EXT.  BACKW. 


FIG.  134.  — ST.  2  A.  EXT.  TO  YARD 
ST.  d  Pos. 


tension     sideways, 


1  Yard  st.  positions  are:  (a)  arms  forward  bend  (Fig.  135):  (b)  arms  horizontal, 
elbows  at  right  angles,  upper  arms  pointing  sideways,  forearms  forward,  and 
hands  turned  with  palms  toward  each  other;  (c)  arms  extended  sideways,  palms 
turned  down ;  (d)  arms  extended  sideways,  palms  turned  up  (Fig.  141) ;  (e)  upper 
arms  horizontal,  elbows  at  right  angles,  forearms  vertical,  and  palms  turned 
toward  each  other  (Fig.  137). 


124  EDUCATIONAL   GYMNASTICS 

pos.  2.  The  arms  are  extended  slowly  sideways,  with  the  palms 
of  the  hands  turned  upward.  Both  the  flexion  and  the  exten- 
sion should  be  done  as  evenly  as  they  are  slowly.  (Not  suitable 
for  children  under  fourteen  years  of  age.) 

Yard  a  St.  2  A.  Fling.  (Fig.  135).  —  Command,  "  Arms  for- 
ward —  bSnd ! "  The  arms,  bent  at  the  elbows,  are  lifted 
sideways  to  horizontal  position  with  the  elbows  well  drawn 
backward,  the  palms  of  the  hands  turned  down,  the  forearm 
and  hand  in  a  straight  line,  and  a  little  below  the  level  of  the 
shoulder.  This  is  the  yard  st.  a  pos.  (Fig.  135  a),  which  should 
be  practised  alone  before  any  arm  flinging  is  done.  The  hands 


FIG.  135.  — YARD  a  ST.  2  A.  FLING. 

must  not  touch  each  other  or  the  chest  (as  described  by  a 
recent  German  author),  as  that  would  bring  the  elbows  for- 
ward, and  lessen  the  expansion  of  the  chest.  The  movement, 
done  from  this  position,  is,  "  Arm  flinging  (or  Arms  sideways 
fling)  —  6ne!  Two!"  ...  1.  The  forearms  are  flung  quickly 
sideways  to  yard  st.  c  pos.  (arms  horizontal,  palms  turned  down) 
(Fig.  135  6).  2.  With  moderate  speed  (so  that  they  may  not 
strike  the  chest),  the  arms  resume  yard  st.  a  pos. 

Reach  St.  2  A.  Fling.  (Fig.  136).  Command,  "  Arms  forward 
—  strStch!  (see  heaving-movements).  Arm  flinging  (or  Arms 
upward  fling)— 6ne!  Tico!"  ...  1.  Remaining  straight,  the 
arms  are  flung  quickly  upward  into  stretch  st.  pos.  2.  With 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


125 


moderate  speed,  the  arms  are  lowered  into  reach  pos.  A  com- 
mon fault  is  to  push  the  head  forward,  when  the  arms  rise.  To 
counteract  this,  beginners  may  do  the  movement  with  the  head 
bent  backward.  Command,  "  Arms  forward  —  strStch  !  Head 
backward  —  bend  !  Arm  flinging  —  6ne  I  Two  !  "  .  .  . 

Beginners  find  it  difficult  to  return  to  the  reach  st.  pos.  with- 
out lowering  the  arms  below  horizontal ;  for  this  reason,  the 


FIG.  136. -REACH  ST.  2  A.  FLING.  Fm.  137. -YARD  «  SUPPORT  ST.  Pos. 

arm  flinging  may  at  first  be  done  from  fundamental  position 
(st.  2  A.  fling,  upw.).  For  children  it  may  be  still  more  simpli- 
fied by  flinging  each  arm  alternately  from  fundamental  position, 
one  arm  being  flung  up,  while  the  other  moves  down. 

Arm  flinging  upward  can  also  be  done  from  yard  b  st.  pos. 

Yard  b  St.  2  A.  Fling,  [to  Yd.  e  St.  Pos.]  (Fig.  137).  — Com- 
mand, "  Arms  half  forward  — b  2nd  /"  This  is  yard  b  st.  pos., 
in  which  the  arms  are  horizontal,  elbows  bent  at  right  angles, 


126  EDUCATIONAL   GYMNASTICS 

and  on  a  level  with  the  shoulders,  palms  turned  toward  each 
other,  forearms  parallel  and  pointing  forward.  The  movement 
to  be  done  from  this  position  is,  "  Arm  flinging  —  tine  !  Two  /" 
...  1.  The  upper  arms  remain  horizontal  and  immovable,  while 
the  forearms  are  flung  upward  until  they  are  vertical  (or  car- 
ried still  more  backward,  if  possible).  2.  With  moderate  speed, 
the  forearms  are  lowered  into  yard  b  st.  pos.  When  this  move- 
ment is  done  for  the  first  time,  the  pupils  may  be  placed  with 
the  small  of  their  backs  against  a  horizontal  bar  (as  shown  in 
Fig.  137).  In  this  way,  better  muscular  isolation  is  attained. 
The  movement,  simple  though  it  be,  is  exceedingly  difficult 
to  do  correctly,  and  consequently  it  can  be  applied  only  to 
advanced  pupils,  —  never  to  children. 

Yard  St.  2  A.  Fling.  Forward.  —  Command,  "  Arms  sideways 
stretch  — one  !  Two  !  Arm  flinging  forward  with  turning  of  the 
hands  —  6m  !  Tw6  !  "...  1.  The  forearms  are  slightly  lifted, 
and  while  the  hands  are  turned,  palms  up,  the  arms  are  flung 
sideways  forward  into  reach  position  (with  palms  up).  2. 
The  forearms  are  lifted,  and  the  hands  turn,  while  the  arms  are 
flung  back  into  yard  pos.  The  movement  resembles  cutting 
the  air  with  two  swords.  The  most  common  faults  are  :  pushing 
the  head  forward,  when  the  arms  are  flung  backward,  and  bend- 
ing the  arms  so  much  that  the  movement  resembles  an  arm- 
extension,  the  line  of  motion  being  a  straight  line  instead  of 
a  curve. 

wing  stoop  Stride  St  Pos.  —  (For  command,  etc.,  see  arch- 
flexions.)  In  this  position  the  extensors  of  the  back  are  forci- 
bly contracted,  and  thereby  the  shoulder-blades  are  drawn 
downward  and  flattened.  To  keep  the  pupils  busy,  while 
standing  in  this  position,  a  head-rotation  may  be  ordered. 

Stoop  stride  St.  H.  Rot.  (Fig.  138).  —  After  the  position  is 


MOVEMENTS   OF  THE  snrEJ)ISIf  SYSTEM 


127 


.  138. — STOOP  STRIDE 
ST.  II.  HOT. 


taken,  command,  "  Head  rotation,  to  the  left  (r.),  right  (Z.)  and 
forward  —  6ne  !   Tw6  !   Thrte  !     The  same  right  (I.),  left  (r.) 
and  forward  —  6ne  /  .  .  .    ThreS  !  "  etc. 
Other  exercises  in  this  position  are 
Bend   Stoop   Stride   St.   2  A.  Ext.  Upw.  (Fig. 
139),    at   first   done    quickly,    later   on   very 
slowly.     When  done  for  the   first  time,    the 
arms  should  be  stretched  upward  before  the 
trunk  is  bent  forward,  as  the  str.  stoop  stride 
st.  pos.  (Fig.  59,  p.  73)   makes    it   easier  to 
extend  the    arms  (not  only  upward,  but  also 
in  other  directions).     For  beginners  the  arm- 
extension  may  be  done  alternately  from  bend, 
pos.,  as  described  above.     We  also  have 

Stoop    Stride    St.    2    A.    Ext.    Upw.    and    Sidew. ; 
Half    Yd.    Hlf.    Str.  Stoop    Stride    St.,  Change     of     A.; 

Reach    Stoop   Stride  St.  2  A.  Fling,  (usually 
beginning  from  str.  pos.)  ; 

Yard  a  Stoop  Stride    St.  2  A.  Fling. ; 
Bend    Stoop    Stride    St.  Slow    2    A.    Ext.    to 
Yd.   <1   Pos. ;    the    commands   and   execution 
of    which    movements    we    hardly    need    to 
describe. 

Yard  Stoop  Stride  St.  2  A.  Circ.  —  Com- 
mand, "  Feet  sideways  place  and  arms  side- 
ways stretch  —  tine  !  Tw6  !  Trunk  forward  — 
bend  !  "  [This  trunk-flexion  alone  is  a  suitr 
able  shoulder-blade  movement  for  children 
(Fig.  140).]  "  Arm  circumduction  —  stdrt!" 
The  arms  remain  straight,  and  are  moved  with  moderate  speed 
so  that  the  hands  describe  a  small  circle  upward,  backward, 


FKJ.  130.— BBXD  STOOP 
STRIDE  ST.  Pos. 


128 


ED  UCA  TIONA L   G  YMNA  S TICS 


FIG.  140.  —  YAKD  STOOP  STRIDE  ST.  Pos. 
ft  ^ 


FKJ.  141.  —  YAHI)  d  STOOP  STIUDK  S 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  129 

downward,  and   forward,  and  this  is  continued  until  the  teacher 
commands  "  8t6p  !  " 

Yard  d  Stoop  Stride  St.  2  A.  Elev.  (Fig.  141).  —  Command, 
"  Left  (r.)  foot  sideways  place  and  arms  sideways  —  stretch  / 
Trunk  forward  —  bend  !  Hands  —  t-drn  !  Arm  elevation  — 
one!  Two!"  ...  1.  The  arms  are  slowly  raised  sideways  into 
str.  pos.  2.  The  arms  resume  yard  d  pos.  equally  slowly.  At 
first  the  movement  is  best  done  from  str.  stoop  stride  st.  pos., 
the  command  then  being  (after  commencing  position  is  taken), 
"  Arms  sideways  sink  and  upward  lift  —  one!  Two  !  "...  In  this 
form,  the  movement  is  easier.  For  advanced  pupils  it  may  be 
changed  to 

Half  Yd.  Hlf.  Str.  Stoop  Stride  St. 
A.  Elev.,  in  which  movement  one 
arm  is  lifted,  while  the  other  is  low- 
ered, so  that  the  hands  maintain 
the  same  distance  from  each  other 
as  in  the  commencing  position. 

Any  of  the  above  movements  can  be  done  as  well  from  stoop 
st.  pos.  (with  heels  together). 

Forward  Lying  Pos.  (Fig.  142).  —  The  pupil  lies  down  across 
a  bench  so  that  his  waist  is  above  the  middle  of  the  bench ;  his 
legs  are  straight,  and  his  feet  and  hands  rest  on  the  floor.  At 
the  command  "  Hips  —firm  !  "  he  places  his  hands  on  his  hips, 
and  raises  his  trunk  as  high  as  he  can,  his  feet  leaving  the  floor 
so  that  he  balances  on  the  bench.  At  the  command  "  Posi- 
tion!" he  resumes  commencing  position.  When  movements 
are  to  be  done  with  this  for  a  commencing  position,  the  legs  of 
the  pupil  are  prevented  from  rising  above  horizontal,  by  another 
pupil  kneeling  behind  and  grasping  the  first  one  above  and 
around  the  ankles  (as  in  Figs.  143  and  144).  In  a  schoolroom 


130 


EDUCATIONAL   GYMNASTICS 


this  may  be  arranged  so  that  the  pupil  lies  down  on  the  desk, 
and  places  his  feet  under  the  cross-tree  of  the  back  rest  of  his 
chair. 

Movements  in  this  position  are 
Forward  Lying  H.  Rot.  ; 
Rest  Forw.  Ly.  T.  Backw.  Flex. ; 

Str.  Forw.  Ly.  T.  Backw.  Flex.  —  In  the  last  two,  after  com- 
mencing position  is  taken,  the  command  is,  "  Trunk  forward  — 
bend  !  "  when  the  pupil  bends  until  he  touches  the  floor ;  and 

"•  Trunk  backward — 
bend ! "  when  he 
rises  as  high  as  he 
can.  Other  move- 
ments  are 

Yard   Forw.   Ly.   2 
A.  Fling.  (Fig.  143); 
Forw.  Ly.  2  A.  Ext. 
Sidew.   (1.    quickly, 
2.  slowly); 

Forw.  Ly.  2  A.  Ext. 

Upw.  (Fig.  144)  ; 

Yard  d  Forw.  Ly.  2  A.  Elev.     These  will  need  no  description. 

All  of  these,  except  Nos.  3,  6,  and  7,  are  especially  suitable 
for  children.  The  farther  forward  the  pupil  is  lying,  the 
stronger  is  the  effect  of  the  movement.  The  most  common 
fault  is  pushing  the  head  forward. 

Half  Str.  Fallout  St.  a  Change  of  A.  —  Command,  "  Left  (r.) 
arm  upward,  right  (Z.)  arm  backward,  and  to  the  left  (r.)  fallout 
—  6ne!  Tw6  !"  1.  Bend  st.  pos.  2.  The  left  (r.)  arm  is 
stretched  upward,  the  right  (1.)  one  backward,  while  the  fallout 
st.  a  pos.  is  taken  (as  described  under  leg-movements)  (Fig.  145). 


FIG.  143.  —  YARD  c  FORW.  LY.  Pos. 


FIG.  145.  —  HALF  STR.  FALLOUT  ST.  a  Pos. 


132  EDUCATIONAL   GYMNASTICS 

"Change  arms  —  6ne  !  Tw6 ! '"  ...  1.  The  arms  are  bent 
upward,  while  the  feet  remain  in  fallout  st.  a  pos.  2.  The 
arms  are  stretched  in  opposite  directions,  while  the  trunk  is 
rotated  to  the  side  of  the  arm  that  extends  backward  (Fig. 
146).  "  Change  arms  and  feet — 6ne!  Tw6  /"  1.  Bend.  st.  pos. 
(Fig.  80,  p.  88).  2.  Hlf.  str.  fallout  st.  a  pos. 
is  taken  to  the  opposite  side.  Change  of  arms 
is  now  done  without  change  of  feet,  etc. 

Turn    Fallout    St.   a,   2    A.    Ext.   Upw.    (Fig. 
147).  —  Command,  '•'•Hips  — 
firm!       To    the    left   (r.}— fall- 
tut !     Trunk  to   the  left    (r.)  — 
turn !    (see    lateral    trunk-move- 
ments).      Arm     extension 
upward — 6ne!  Tw6  /"  .  .  . 
The   arm    extension    may 
also    be    done    upward 
and  sideways. 

Str.  Turn  Fall- 
out St.  a  Forw. 
Flex.  (Fig.  148). 
—  Command, 

FIG.  146.  -  HALF  STH.  FAT.T.OTTT  ST.  a,  CHANGK  OF  A.         "  A  r  m  S     UPWard 

stretch  and  to  the 

left  (r.}  fallout  —  6ne  !  Two  !  Trunk  to  the  left  (r.)  —  turn  !  (In 
this  position)  Trunk  forward  —  bend  !  Upward  —  stretch  /  "  .  .  . 

Reach  Turn  Fallout  St.  a  2  A.  Fling. —  Command,  "  Hips  — 
firm !  Left  (r.)  foot,  large  step,  sideways  forward  —  pldce  .' 
(The  trunk  is  erect.)  Trunk  to  the  left  (r.^  —  turn!  Arm* 
forward  —  strStch  !  Arm  flinging  —  6ne  !  Two!"  .  .  . 

Yard  d  Turn  Fallout  St.  a  2  A.  Elev.  is  done  on  the  same 
principles. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  133 


FIG.  147.  — STR.  TURN  FALLOUT  ST.  a  Pos. 


FIG.  H8.  — STR.  TURN  FALLOUT  ST.  a  FORW.  FLEX. 


134 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


In  a  similar  manner,  though  without  rotation  of  the  trunk, 
are  executed : 

Fallout  st.  b.  }  2  A.  ext.  upw.  (sidew.  &  upw.)  (Fig.  150). 

Fallout  st.  c.  I  2  A.  fling. 

Toe   sup.  fallout  st.  b.  |  2  A.  elev.  (Fig.  149). 

Foot  gr.  fallout  st.  b.     J  T.  forw.  flex.  (Fig.  151). 

Besides  these  we  also  have  : 

Str.  Fallout    St.  c    2  A.  Ext.  w.  Change    of    Feet   Backward. — 
Command,  "Arms  upward  stretch,  feet  close  and  left  (r.)  foot 


FIG.  149.  —  TOE  SUP.  FALLOUT  ST. 
b  2  A.  EXT.  UPW, 


FIG.  150.—  BEND  FOOT  GR.  FALLOUT 
ST.  b  Pos. 


backward — falltiut!"  (The  feet  are  brought  together,  when 
the  arms  bend.)  "  Arm-extension  upward  with  change  of  feet  — 
fine!  Tw6!"  .  .  . 

Str.  Foot  Gr.  Fallout  St.  b  Kn.  Flex.  —  After  the  pupils  are 
arranged  at  the  stall-bars,  command,  '•'•Hips — firm!  Left  (r.) 
foot  on  the  third  bar — place!  Forward — fallout!  (see  Fig. 
26).  Arms  upward  —  stretch!  Knee  —  bend!"  The  knee 
which  is  bent  bends  still  more,  while  the  other  (backward) 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


135 


one 


remains    straight.       "  Stretch ! "      The    forward    knee    is 

straightened  until  it  has  its  original  flexion  (about  90°). 

Str.  Hor.   Half  St.    Kn.   Flex.  (Fig.  152).  —  Command, 

"  With    arm-extension    upward,    horizontal     half-standing 

position  on  the 
left  (r.)  foot 
place  —  6 n e  ! 
Two!"  l.Bend 
st.  pos.  2.  The 
arms  are  ex- 
tended up\vard, 
and,  at  the  same 


FIG.  151.  — STK.  FOOT  GK.  FALLOUT  ST.  b  Fouw.  FLEX. 


time,  the  left  (r.)  knee  bends,  the  body  inclines 
forward,  and  the  right    (1.)    leg  is  lifted   back- 
ward,   so    that    the    arms,    trunk,    and 
backward    leg    form    an    even,    nearly 
horizontal    curve.        "Knee  —  bend!" 


FIG.  152. —STK.  HOR.  HALF  ST.  Pos. 


The  knee  of  the  supporting  leg  bends  to  utmost  flexion,  the 
rest  of  the  body  maintaining  the  same  position.     "Stretch!" 


136  EDUCATIONAL   GYMNASTICS 

The  knee  resumes  original  flexion.  At  first  this  movement 
(which  is  prepared  by  the  corresponding  leg-movements  ;  see 
Fig.  49,  p.  64,  etc.)  is  practised  in  half  str.  pos.,  the  other  hand 
taking  "hip  — firm,"  either  so  that  the  left  arm  is  extended 
when  the  left  leg  is  raised,  or  so  that  the  elevated  arm  and 
leg  belong  to  opposite  sides.  The  knee-flexion  is  not  tried 
until  the  commencing  position  can  be  correctly  taken.  Very 
advanced  pupils  may  try  an  arm-extension  (2  A.  ext.  upw.) 
in  this  position  :  Hor.  half  st.  2  A.  ext.  upw.  This  movement 
and  the  one  just  described  are  exceedingly  difficult  on  account 
of  their  close  relationship  to  the  balance-movements  —  in  which 
class  they  might  also  be  counted. 

The  most  common  fault  in  these  exercises  in  fallout  st.  posi- 
tions, or  their  allies,  is  to  let  the  arms  sink  forward,  when  they 
should  be  in  str.  pos.  The  effort  of  overcoming  this  natural 
tendency  to  faulty  posture  is  what  makes  these  exercises 
shoulder-blade  movements. 

If  dumb-bells  or  other  weights  are  used,  the  safest  move- 
ments are  2  A.  elev.  and  2  A.  ext.  in  stoop  stride  st.  and  fallout 
st.  a  and  b  positions,  the  danger  of  compressing  the  chest  being 
less  in  these  than  in  other  positions. 

The  swimming-movements  of  the  arms  can,  with  slight  varia- 
tions, serve  as  shoulder-blade  movements  (see  Part  III.,  Pre- 
paratory Swimming  Exercises). 

Progressive  arrangement  of  a  majority  of  the  shoulder-blade 
movements : 

1.  Hlf.  Str.  St.  change  of  arms.  8.  2  A.  Ext.  Sidew.  and  Backw. 

2.  Hlf.  Str.  St.  A.  Fling,  (small  children).     9.  St.2  A.  Fling.  Upw.  (prim,  and  gram.). 

3.  Bend  St.  Alt.  A.  Ext.  Upw.  ^  children  10.  Yard  Stoop  Stride  St.  H.  Rot. 

4.  Yard  St.  d  Alt.  A.  Flex.      1  of  gram-   11.  Hlf.  Str.  Hlf.  Reach  St.  Pos. 

5.  Bend  St.  Alt.  A.  Ext.  Forw. '  mar  age.  12.  Yard   Stoop  Stride  St.  2  A.   Circ. 

6.  Hlf.  Str.  Hlf.  Yd.  St.,  change  of  arms.  (children  H-17). 

7.  Wing  Stoop  Stride  St.  H.  Rot.  13.  Hlf.  Yard  Hlf.  Reach  St.  Pos. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  137 

14.  Yard  Stoop  Stride  St.  2  A.  Fling.  35.  Bend  Foot  Gr.  Fallout  St.  b  2  A.  Ext. 

15.  Hlf.  Str.  Fallout  St.  a,  change  of  36.  Bend  Forw.  Ly.  2  A.  Ext.  to  Yd.  d. 

arms.  37.  Yard  Turn  Fallout  St.  a  2  A.  Elev. 

16.  Str.  Stride  St.  T.  Forw.  Flex.  38.  Str.  Fallout  St.  6  Forw.  Flex. 

17.  Yard  St.  2  A.  Fling.  Forw.  39.  Reach  Turn  Fallout  St.  a  2  A.  Fling. 

18.  Reach  St.  2  A.  Fling.  40.  Str.  Foot  Gr.  Fallout  St.  b  Kn.  Flex. 

19.  Bend  Stoop  Stride  St.  Alt.  A.  Ext.  41.  Rest  Foot  Gr.  Fallout  St.  b  Kn.  Flex. 

(children  14-17).  42.  Str.   Foot   Gr.   Fallout  St.   b  2  A. 

20.  Str.  Stoop  Stride  St.  2  A.  Ext.  Upw.  Fling.  Upw. 

21.  Forw.  Ly.  Pos.  43.  Str.  Foot  Gr.  Fallout  St.  b  Forw.  Flex. 

22.  Hlf.  Str.  Hlf.  Yd.  Stoop  Stride  St.,  44.  Str.  Turn  Fallout  St.  a  Forw.  Flex. 

change  of  amis.  45.  Yd.  b  2  A.  Fling,  to  Yd.  e. 

23.  Forw.  Ly.  H.  Rot.  46.  Rest  Foot  Gr.  Fallout  St.  /;  Forw.  Flex. 

24.  Reach  Stoop  Stride  St.  2  A.  Fling.  47.  Bend  Forw.  Ly.  Alt.  A.  Ext.  Upw. 

25.  Bend  Forw.  Ly.  2  A.  Ext.  Sidew.  (children). 

26.  Str.  Fallout  St.  b  2  A.  Ext.  Upw.  48.  Bend  Forw.  Ly.  2  A.  Ext.  Upw. 

27.  Yard  Forw.  Ly.  2  A.  Fling.  49.  Str.  Fallout  St.  c  2  A.  Ext.  Upw. 

28.  Rest  Forw.  Ly.  T.  Flex.  50.  Str.  Hor.  Half  St.  Kn.  Flex. 

29.  Bend  Toe  Sup.  Fallout  St.  b  2  A.  Ext.  51.  Yd.  d  Foot  Gr.  Fallout  St.  b  2  A.  Elev. 

30.  Str.  Turn  Fallout  St.  a  2  A.  Ext.  52.  Str.  Forw.  Ly.  Forw.  Flex. 

31.  Reach  Fallout  St.  b  2  A.  Fling.  53.  Yd.  d  Fallout  St.  c  2  A.  Elev. 

32.  Bend  Stoop  Stride  St.  2  A.  Ext.  to  54.  Str.  Fallout  St.  c  Forw.  Flex. 

Yd.  d.  55.  Str.  Fallout  St.  c  2  A.  Ext.  w.  change 

33.  Str.  Stoop  Stride  St.  2  A.  Ext.  to  Yd.  c.  of  feet  backw. 

34.  Yd.  Stoop  Stride  St.  2  A.  Elev.  56.  Yard  d  Forw.  Ly.  2  A.  Elev. 


ABDOMINAL  EXERCISES. 

Exercises  that  chiefly  bring  into  play  the  muscles  of  the 
abdomen,  we  call  abdominal  exercises.  These  movements  are 
nearly  related  to  the  arch-flexions,  and,  in  some  forms,  the  two 
classes  merge  into  each  other,  so  that  the  distinction  between 
them  can  hardly  be  made.  The  effect  of  these  exercises  is  to 
strengthen  the  abdominal  walls,  and  thus,  secondarily,  to  affect 
the  digestive  organs.  Children  will  need  these  movements  less 
than  grown  persons,  and  whereas  the  abdominal  exercises  may 
be  entirely  omitted  from  the  lessons  for  children,  two  might  be 
applied  in  one  lesson  for  grown  persons.  Having  a  tendency 
to  contract  the  chest,  these  movements  should  not  be  intro- 
duced until  arch-flexions  and  heaving-movements  have  been 
practised  a  sufficiently  long  time  (six  or  eight  weeks)  to  insure 


138 


EDUCA  TIONAL   G YMNA STICS 


a  tolerably  good  posture  of  the  chest.  The  abdominal  exercises 
are  comparatively  few  and,  at  the  same  time,  very  powerful,  so 
that  the  progression  must  be  slow  and  the  same 
exercise  may  be  conveniently  repeated  through 
two  or  more  consecutive  tables. 

Str.    Gr.    St.    Kn.    Forw.    Flex,    and    Ext.    (Fig. 
153).  —  The  pupil  stands  close  up  to  the  stall- 
bars,    and   turning   his  back   to   them.     At   the 
command,     "  Arms     upward  — 
strttch  !     Grrdsp  !  "  he  stretches 
his  arms  up,  grasps  a  bar  as  high 
as  he  can  reach,  and  lets  his  body 
arch  forward  so  that  arms  and 
legs   are    straight.      Command, 
'•''Left  (r.)  knee  upward  — bend  ! 
4f"^»  Knee  forward— stretch!  Bend! 

FIG.  153.  —STR.  GR.  ST.  KN.  FORW.  FLEX. 

AND  EXT.  Stretch  !  "   .   .   .    Change  feet  — 

6ne  !  Two  ! "  .  .  .  just  as  for  the  corresponding  free-standing 
exercise  (see  leg-movements),  which  it  resembles  in  execution. 
A  doorway,  the  vertical  poles,  etc.,  are  just  as  useful  as  appa- 
ratus for  this  movement. 

Str.  Lying  2  L.  Elev.  (Fig. 
154).  —  The  pupil  lies  down 
flat  on  the  floor  (face  up),  and 
after  the  teacher  lias  ordered 
stretch  position,  he  commands, 
'•'•Leg elevation — one!  Tivo!"  . . . 
(or  "Legs  — lift  !  Sink  !  "  .  .  .) 
With  straight  knees  and  extended  insteps,  the  pupil  raises  his 
legs  slowly  and  lowers  them  as  slowly.  At  first  the  eleva- 
tion is  very  slight  —  just  enough  to  be  called  an  elevation  — 


FIG.  154.—  STK.  LYING  -i  L.  ELEV. 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM 


139 


a  few  days  later  it  is  done  to  90°  (or  over),  and  still  later  it  is 
done  to  45°,  where  a  distinct  pause  is  made  before  the  legs  are 
again  lowered.  In  this  way,  this  move- 
ment has  .a  progression  in  itself.  The 
amount  of  elevation  is  indicated  by 
adding  '•'•slightest  elevation"  '•'•all  the 
way  up"  or  "  half  way"  to  the  pre- 
paratory part  of  the  command.  The 
tendency  to  tip  the  arms  up  can  be 
overcome  if  the  hands  grasp  the  hori- 
zontal bar  put  low  (or  other  apparatus, 
Fig.  loo),  or  by  having  the  hands  held 
down  by  another  pupil.  If  the  floor  is 
unsuitable  and  benches  are  at  hand,  the  pupils  lie  down  on 
these  instead,  lengthwise,  one  pupil  at  each  end,  their  hands 
grasping  the  edges  of  the  bench  (Fig.  lot!). 

Kn.  St.  Pos.  (Fig.  157).  —  To  take  the  knee  standing  posi- 
tion, first  get  into  courtesy  sitting  position  (leg-movements,  Fig. 


39,  p.  58),  and  at  the  corn- 
move  the  knees  forward 
the  floor ;  the  balls  of  the 
rest  on  the  floor,  so  that 


mand,  "'•Kneel!'1'' 
until  they  rest  on 
feet  should  still 
standing  position 
can  be  resumed 
by  merely  moving 
the  centre  of  grav- 
ity backward,  and 
then  extending  the 
legs.  The  trunk 

FIG.  156. 

should  be  erect. 

Half  Kn.  St.  Pos.  (Fig.  158).  —  To  take  this  position,  one  leg 
is  moved  backward  as  in  toe  support  fallout  st.  b  pos.,  and  the 


140 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


knee  is 
knee  is 


bent  until  it  rests  on  the  floor.     Meanwhile  the  other 
bent  so  that  the  forward  foot  rests  fully  on  the  floor ; 

the  ball  of  the  back- 
ward foot  is  also  resting 
there, 1  and  the  trunk  is 
erect.  The  command 
is,  '-'Half  knee  standing 
position,  on  the  left  (r.) 
fence — pldce  !  Change 
knees  —  pldce  !  (or  — 
6ne !  Tw6  /)."  These 
two  are  commencing 


FIG.  157.  — STK.  KN.  ST.  BACKW.  FLE 

positions     for      various 
abdominal     exercises 
enumerated    below. 
Movements 
in  the  half 
Kn.  st.  pos. 
are  slightly 
stronger 
than    the 
same     ones  — 
in  the  Kn. 
stand,  posi- 
tion.      The  movements  in  these  positions  are  as  follows: 

1  Some  instructors  claim  that  the  backward  foot  should  be  resting  with  the  toes 
011  the  floor,  the  instep  being  stretched.  This  form  may  be  more  aesthetic,  but 
affords  less  balance  and  less  ability  to  resume  standing  position. 


Flu.  158.  —  STH.  HALF  KN.  ST.  BAOKW.  FLEX. 


MOVEMENTS   OF   THE   SWEDISH  SYSTEM 


141 


Kn.  st. 

or 
Hlf.  Kn.  st. 


Bend  arch 


Reach  arch 


T.  backw.  flex.  (  Figs.  157  and  158). 


2  A.  ext.  upw. 


2  A.  fling.  (Fig.  159). 


Wing- 
Bend- 
Rest- 

Str.-        [  J 

J  Kn.  st. 
[  Hlf.  Kn.  st. 
'  Kn.  st. 
v  Hlf.  Kn.  st. 

And  they  will  hardly  need  description,  since  the  same  move- 
ments have  been  described  with  other  commencing  positions  (arch- 
flexions,  shoulder-blade  movements). 

Foot.  Gr.  Sitt.  Fos.  (Fig.  160,  etc.).  VV"\ 

—  The  pupils  sit  on  the  benches  / 
facing  the  stall-bars,  and  place  their 
feet  between  the  second  and  third 
bars ;  the  trunk  is  erect  and  the 
chest  expanded.  The  benches  are 
at  such  a  distance  that  the  pupils 
have  straight  knees.  If  tall  pupils 
happen  to  sit  beside  short  ones, 
the  bench  should  accommodate  the 
short  ones,  and  the  tall  ones  adjust  ^J 

J  Fltt.  159.— RKAni 

the  distance  by  spreading  their  feet 
apart.  In  absence  of  stall-bars,  the  horizontal  bar  forms  a  good 
grasp  for  the  feet  (Fig.  161).  In  total  absence  of  apparatus, 
the  pupil  may  sit  on  the  floor,  another  pupil  holding  his  feet 
(Fig.  162).  In  a  school-room,  the  pupil  may  sit  on  the  desk 
and  place  his  feet  under  the  seat  (or  back  rest)  of  his  chair 
(which  he  faces).  The  movements  in  this  position  are  : 


>Sitt.  T.  Backw.  Flex. 


ARC 
FLING. 


KN.  ST.  2  A. 


Bend- 
Rest- 
Str, 


142 


EDUCATIONAL   GYMNASTICS 


FIG.  160.  — STR.  FOOT  OR.  SITT.  T.  BACKW.  FLEX. 


PIG.  161.-  WG.  FOOT.  GR.  SITT.  FIG.  162.  -  WG.  FOOT  GR.  SITT.  T.  BACKW. 

T.  BACKW.  FLEX.  FLEX. 


FIG.  163.  — BEND  ARCH  FOOT  GR.  HALF  ST.  2  A.  EXT.  UPW. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


143 


The  flexion  has  a  prpgression   in   itself;    viz.,   1.    Slightest 
flexion  ;    2.  Flexion   till  the   floor 
is   touched ;    3.    Flexion    to    hori- 
zontal   position.       (Compare    str. 
lying  2  L.  elev.) 

Bend  Arch  Sitt. 
2  A.  Ext.  Upw.  and 

Reach  Arch  Sitt. 
2  A.  Fling,  are  ex- 
ecu  ted  as  de- 
scribed above 
(see  arch-flexions 
and  shoulder- 
blade  movements).  FIG.  164. 

Foot  Gr.  Half  St.  Pos.  (Fig.  16o).  —  The   pupil  stands  facing 
the  stall-bars  and  one  step  away  from  them  ;  he  places  one  foot 


forward  between  the  third  and  fourth  bars,  and  keeps  both  knees 
straight ;  the  trunk  is  erect.     In  absence  of  stall-bars,  the  lifted 


144  EDUCATIONAL   GYMNASTICS 

foot  may  be  placed  on  a  bench   (on   a>  chair ;  on   the   knee  of 
another  pupil  [Figs.  164  and  165]),  and  held  there  by  another 
pupil.     Movements  in  this  position  are 
ws.-    1 

BeUd"    V  Foot  Gr.  Half  St.  T.  Backw.  Flex. ; 
Rest-     | 

Str,      J 

Bend  Arch  Foot  Gr.  Half.  St.  2  A.  Ext.  Upw.  ; 
Reach  Arch  Foot  Gr.  Half   St.  2  A.  Fling. 

In  all  these  movements,  both  knees  are  kept  straight,  and  the 

body  is  bent  so  far  back  that  it  is  in  a  line  with  the  raised  leg. 

If  this  leg  is  raised  to  horizontal  position  (or  above  the 

0'       fourth  bar),  the  knee  of  the  supporting  (backward)  leg 

q      must  bend  as  the  trunk  is  bent   backward  (Fig.    166). 

This  form,  however,  is  used 
only  for  very  advanced 
'lasses. 

In   all    these     backward 
flexions,  it  is  very  import- 
ant not  to  check  the  respi- 
ration.    The  chest  must  be 
FlG  m  kept   well    expanded,    and 

the   head   held  well   back. 

("  Breathe  !  "     "  Let  your  head  go  !  ")     The  flexion  has  the 
character  of  a  falling  backward. 

Stoop  Falling  Pos.  (Fig.  168).  —  Command,  "Stoop  falling 
position — 6ne!  Twd!"  1.  The  pupil  takes  courtesy  sitting 
position,  and  places  his  hands  on  the  floor  in  front  of  him,  the 
hands  about  a  foot  apart,  and  pointing  obliquely  inward  (Fig. 
167).  2.  Keeping  his  body  straight,  and  his  hands  in  the  same 
place,  the  pupil  throws  his  feet  backward  so  that  his  legs 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


145 


FIG.  167. 


become  straight,   and  in  a  line  with  his  body.      The    under 
side  of  the  toes  should  rest  on  the  floor  (not  the  upper  side,  as 
described   by   some  authors.      Com- 
pare   Kn.   st.   pos.).      To  return   to 
standing  position,  command,  "  Posi- 
tion—tine!   Twti!"      1.    The   feet 
are  placed  forward,  behind  (or  be- 
tween) the  hands  as  above.     2.  Fun- 
damental position  is  resumed. 

.To  take  the  stoop  falling  pos.,  is 
in  itself  an  abdominal  exercise,  as  it 

could  not  be  maintained  were  it  not  for  the  strong  contraction 
of  the  abdominal  walls.  If  it  is  desirable'  to  make  the  pupils 
stay  for  some  time  in  this  position,  keep  them  busy  by  com- 
manding a  rapid  head-rotation  : 

Stoop  Fall.  H.  Rot.     (Commands,  etc.,  as  described.) 
To  teach  the  pupils  to  quickly  take  the  stoop  fall  pos.,  the 
moving  of  the  feet  backward  and  forward  may  be  practised  as 

a  separate  movement. 
This  also  furnishes  a 
short  rest  for  the  abdom- 
inal muscles  when  the 
movement  (position)  is 
to  be  made  stronger  by 
longer  duration  : 

Stoop    Fall.     F.    Placing 
Forw.  and  Backw.  —  Com- 
mand, "  Stoop  falling  po- 
sition —  tine  !     T-wti  !      Feet  forward  —  pldce  !      Backivard  — 
pldce  !     The  same  —  tine  !  Twti  / "  .  .  . 

In  this  position  the  following  movements  may  be  done: 


FIG.  168.  — STOOP  FALLING  POSITION. 


146 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


Stoop  Pall.  2  A.  Flex.  —  After  commencing  position  is  taken, 
command,  "Arms  —  bend!"  The  body  remains  rigid,  and  the 
arms  bend  until  the  nose  touches  the  floor.  "  Stretch  !  "  The 
arms  are  straightened. 

Stoop  Fall  L.  Elev.  —  After  commencing  position,  command, 
"Leg  elevation  —  6ne!  .  .  .  F6ur  /"     1.  The  left  (r.)    leg  is 
lifted  with  straight  knee.     2.  The  left  (r.)  leg 
is  lowered,  and  the  foot  again  put  on  the  floor. 
3,  4.  The  right  (1.)  leg  is  raised  and  lowered. 
This  exercise  can  also  be  done  while  the  arms 
are  bent,  and  is  then  called 
Bend  Stoop  Fall.  L.  Elev. 

Stoop  Fall.  A.  Elev.  —  For  command  and 
description,  see  stoop  fall  L.  elev.,  and  ex- 
change the  words  "leg" 
for  "arm,"  "knee"  for 
"elbow,"  and  "foot"  for 
"  hand." 

Stoop  Fall.  L.  and  A. 
Elev.  is  done  so  that  the 
left  (r.)  leg  and  the  right 
(1.)  arm  are  simultaneously 

FIG.  169. -HORIZONTAL  STOOP  FALL.  Pos.      raised   and   lowered,  etc. 

Horizontal  Stoop  Fall.  FOB.  (Fig.  169)  resembles  the  stoop 
falling  position,  except  that  the  feet  are  placed  on  a  bench  or 
other  apparatus,  so  that  they  are  on  a  level  with  the  shoulders. 
If  the  feet  are  placed  still  higher  (on  stall-bars,  horizontal  bar, 
etc.),  the  position  is  called 

Inclined  Stoop  Fall.  FOB.  (Fig.  170). 

In  either  position,  double  arm-flexion  can  be  done,  and  for 
moderate  elevation  head-rotation  also.  The  inclined  stoop  fall. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


147 


pos.  can  be  taken  from  stoop  fall.  pos.  by  having  another  pupil 
grasp  the  feet  of  the  one  doing  the 
movement  and  lifting  them  from 
the  floor  (Fig.  171). l  This  form, 
however,  is  suitable  only  for  ad- 
vanced pupils  and  grown  persons. 

If  the  legs  are  raised  beyond 
vertical  position  and  resting  for- 
ward against  a  wall  (stall-bars,  or 
other  apparatus),  the  position  is 
called 

Reverse  Stoop  Fall.  Pos.  (Fig. 
173). The  pupil  Stands  facing  FlG-  WO.-IXCL.  STOOP  FALL.  2  A.  FLEX. 

the  stall-bars  (or  wall)  and  two  steps  away  from  them,  one  foot 
behind  the  other  (walk  st.  b  pos.)  (Fig.  172).    At  the  command, 

"  Reverse  stoop  falling  po- 
sition —  place  !  "  he  places 
both  hands    on    the    floor 
(as    in    stoop    fall,    pos.) 
and    swings    his   legs    up 
until  his  feet  rest 
against    the    wall, 
the  weight  of  the 
body  being  carried 
by     the      straight 
arms.      When  the 
head     is      carried 

FIG.  171. 

well   up   and   the 

back  is  arched,  there  is  no  danger  of  a  fall.     In  this  position, 
arm-flexion   can   be    done    to    the    command,    '•'•Arms  —  bend! 

1  Fig.  171  is  faulty,  inasmuch  as  the  pupil  whose  hands  are  on  the  floor  shows 
these  turned  out  instead  of  obliquely  inward. 


148 


ED UCA  TIONAL   G YMNA  STICS 


Stretch!"  For  more  safety,  the  feet  may  be  inserted  be- 
tween the  bars.  This  position,  naturally,  is  to  be  tried  only 
by  far-advanced  pupils  ;  those  who  have  a  flexible  back  may 
move  the  feet  down  from  bar  to  bar  until  the  feet  stand  on  the 


FIG.  172.  —  POSITION  PREPARATORY  TO  REVERSE  STOOP  FALLING. 

floor  in  front  of  the  head  (as  in  gr.  arch  st.  pos.  w.  hands  on 
the  floor,  Fig.  76,  p.  84),  which  position  might  be  named  rev. 
stoop  fall.  w.  feet  on  the  floor.  The  rev.  stoop  fall.  pos.  may 
also  be  done  with  living  support,  one  pupil  standing  in  front  of 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


149 


the  other  and  grasping  the  feet  when  they  swing  up  (Fig.  174), 
or,  still  better,  the  legs  near  the  ankles. 

The  heaving-mOvements  in  cr.  hang.  pos.  must  be  considered 


FIG.  173.  —  REVERSE  STOOP  FALL.  Pos. 


as  strong  abdominal  exercises  as  well ;  and  whenever  a  heaving- 
movement  of  this  kind  is  used,  there  need  be  no  other  abdomi- 
nal exercise  in  the  same  lesson. 


150 


ED UCA  TIONA L   G  YMNASTICS 


For  children,  leg-elevation  in  fall.  hang.  pos.  is  suitable  as  an 
abdominal  exercise  ;  the  arms  may  be  straight  or  bent  (Fig. 
175).  After  fall  hang.  pos.  is  taken,  command,  "Beginning 
with  the  left  (r.),  leg  elevation  —  6ne  /  .  .  .  F6ur  !  "  The  legs 
are  raised  and  lowered  on  the  same  principles  as  in  stoop  fall. 
L.  elev. 

In  the  schoolroom,  the  stoop  fall.  pos.  may  be  done  by  having 
the  pupil  stand  in  the  aisle  facing  the  back  of  the  room ; 


FIG.  174.  — REVERSE  STOOP  FALL. 
WITH  LIVING  SUPPORT. 


FIG.  175.  —  BEND  FALL.  HANG. 
L.  ELEV. 


placing  a  hand  on  the  chair  on  either  side  of  him,  he  swings  his 
feet  backward  at  the  teacher's  command.  (For  cr.  hang.  pos. 
in  schoolrooms,  see  heaving-movements.) 

Progressive  arrangement  of  abdominal  exercises  : 


1.  Stoop  Fall.  H.  Rot. 

2.  Str.  Gr.  St.  Kn.  Flex,  and  Ext. 

3.  Stoop  Fall.  F.  Plac.  Forw.  and  Backw 

4.  Str.  Ly.  2  L.  Elev. 

5.  Wing  Knee  St.  Backw.  Flex. 

6.  {  Wa1^'  j  FootGr.  Sitt.  Backw.  Flex. 

7.  Hor.  Stoop  Fall.  H.  Rot. 


[8.  Balance  Cr.  Hang.  Pos.  (in  school- 
room).] 

9.  Bend  Arch  Foot  Gr.  Sitt.  2  A.  Ext. 
Upw. 

10.  Wing.   Foot  Gr.   Half   St.   Backw. 
Flex. 

11.  Reach  Arch  Foot  Gr.  Half  St.  2  A. 
Fling. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  151 

12.  Rest  Foot  Gr.  Sitt.  Backw.  Flex.          25.  Bend  Arch  Foot  Gr.  Half  St.  2  A.  Ext. 

13'  {  Rest  \  Ku'  St*  I  Backw   Flex     26'  Str'  FoOt  Gr'  Half  St'  Backw-  Flex- 

14.  1 liest  {  Ku.  Half  St.  1  Backw>  FleX>    27.  Reach  Arch  Foot  Gr.  Half   St.  2  A. 

15.  Stoop  Fall  2  A.  Flex.  Fling. 

16.  Str.- Knee  St.  Backw.  Flex.  28.  Wing  Foot  Gr.  Half  St.  Deep  Backw. 
4  Bend   /  Foot  Gr.  Half  St.  Backw.  Flex. 

I7<  '  Kest    5      Flex.  29.  Stoop  Fall.  L.  Elev. 

18.  Str.  Knee  Half  St.  Backw.  Flex.          30.  Stoop  Fall.  2  A.  Flex,  and  L.  Elev. 

1!).  Hor.  Stoqp  Fall.  2  A.  Flex.  31.  Str.  Foot  Gr.  Sitt.  Backw.  Flex. 

Kn.  St.  J  2  A  Ext.  32.  Rev.  Stoop  Fall.  Pos. 

Kn.  Half  St.  J      Upw.     33.  Rev.  Stoop  Fall.  2  A.  Flex. 

22.  Incl.  Stoop  Fall.  2  A.  Flex.  34.  Rev.  Stoop  Fall.  w.  hands  on  the  floor. 

23.  /„  .  J  Kn.  St.  I  2  A.         35.  Same  position  with  2  A.  Flex. 

24.  I  Reach  ArCh  iKn.HalfSt .1      Fling. 


LATERAL  TRUNK-MOVEMENTS. 

These  consist  of  various  movements  bringing  into  play  the 
muscles  around  the  waist  and  those  of  the  lateral  halves  of 
the  trunk.  The  effect  of  these  movements  is  to  develop  the 
aforesaid  muscles  ;  but  that  is  not  all.  For  the  location  of 
the  largest  blood-vessels  in  the  body  is  such  that  these  vessels 
must  follow  the  movements  of  the  spine.  If  the  trunk  be 
beirt  in  any  direction  and  again  straightened,  the  blood-vessels 
referred  to  go  through  a  similar  motion  ;  and  the  result  of  this 
is  an  acceleration  of  the  blood  contained  in  them.  This  secon- 
darily affects  all  the  organs  in  the  neighborhood,  and  especially 
those  of  the  digestive  system.  Hence,  although  these  exercises 
are  very  valuable  for  muscular  development,  they  are  of  still 
greater  value  for  the  hygienic  effects  which  they  produce. 

No  class  of  exercises  contains  so  many  variations  nor  such 
gentle  and  even  steps  of  progression.  To  describe  them  all  in 
this  book  would  take  too  much  space,  and  we  will  confine  our- 
selves to  the  main  forms,  merely  naming  the  others.  For  ease 
of  description,  they  have  been  grouped  together  as,  —  sideways 
flexions  ;  rotations  ;  both  movements  combined  ;  rotation  with 
flexion  forward  and  backward  ;  and  leg  elevations. 


152 


ED  UCA  TIONA L   G  YMNA  S TICS 


A  lesson  usually  contains  two  or  more  lateral  trunk-move- 
ments as  different  from  each  other  as  possible.     Besides,  some 
easy  exercise  of  this  kind  which  has  been  done  before  can  be 
used  with  other  introductions  in  every  lesson. 
The  simplest  sideways  flexion  is  the 

Close  St.  T.  Sidew.  Flex.  (Fig.  176).  —  Command,  "Feet  — 
cldse!  Trunk  to  the  left  (r.)  —  bend  !  "  The  trunk  is  slowly 
bent  to  the  side  named,  the  hands  glide  on  the  legs,  the  knees 
remain  straight,  and  the  head  follows  the 
movement  of  the  shoulders.  Common  faults 
in  all  sideways  flexions  are :  pushing  one 
shoulder  (in  this  case  the  right  one)  up- 
ward, and  leaning  the  head  against  this 
shoulder,  bending  one  knee,  and  bending 
the  trunk  forward  or  backward.  The  trunk 
is  slowly  straightened  at  the  command,  "  Up- 
ward —  stretch  !  "  To  increase  the  force  of 
the  movement  and  thus  to  get  a  progression 
out  of  one  and  the  same  exercise,  the  arms 
are  subsequently  placed  in  half  str.,  rest,  str., 
and  yard  c  positions.  Wing  position  is  used 
but  little  in  sideways  flexions  (except  for  chil- 
dren). If  half  str.  pos.  is  used,  the  flexion  takes  place  to  the  left, 
when  the  right  arm  is  extended  upward,  and  vice  versa.  Besides 
close  st.,  the  position  of  the  feet  can  be  :  st.,  stride  st.,  walk  st. 
5,  walk  st.  C,  and  fallout  st.  b.  In  the  last  three  positions,  the 
flexion  takes  place  only  to  the  side  of  the  foot  which  is  in  front. 
For  instance  : 

Str.  Walk  St.  b  T.  Sidew.  Flex.  (Fig.  177).  —  Command,  "Left 
foot  forward  and  arms  upward  —  stretch  !  Trunk  to  the  left 
—  bend  !  Upward  —  stretch  /  .  .  .  Arm-extension  upward 


FIG.  176.  -  CLOSE  ST.  T. 
SIDKW.  FLEX. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


153 


and   change   of  feet  —  tine  !      Twti  !       Trunk   to   the   right  — 
bend!"    .    .    .  • 

The  most  commonly  used    sideways 
flexions  are  : 


Close  st. 

Wing       f  Close  st. 

Half  str. 
Rest 

Str. 
Rest! 


|  St. 

•{  Stride  st. 

I  Walk  st.  b  ^T.  sidew.  flex. 
[Walk  st.  c 

Fallout  st.  b 
Str.    j 

Yard  stride  st. 


has 
the 


After  the  commencing   position 
been    ordered,    the    command     for 

flexion  is  in- 
variably as  de- 
scribed above, 
and  the  execution 


FlG-  !'  ?•  —  STR.  WALK  ST. 
b  SIDEW.  FLEX. 


is  always  slow. 
Advanced  pupils  may  do  rest  stride 
st.  and  str.  stride  st.  T.  sidew.  flex. 
(Fig.  178)  rapidly  instead  of  slowly. 
Command,  *  Left  (/•.)  foot  sideivays 
place  and  neck  —  firm  !  (or  Arms 
upward  —  stretch  /)  Trunk  -flexion 
quickly,  left  (r.),  right  (Z.),  and  up- 
ward—tine! Twti!  Three!"  or, 
later  on,  "Trunk-flexion  quickly  left 
and  right  —  tine!  Tivti  !  .  .  .  Up- 


FIG.  178.  -ASTRIDE  ST.  SIDEW. 


Half  Str.  Half  Wing  Side   Sup.   Walk   St.   b   Sidew.  Flex.  (Fig. 
179).  —  The  pupil  stands  beside  the  horizontal  bar,  which  is 


154 


ED  UCA  TIONA  L   G  YMNA  S  TICS  ' 


put  at  hip  height.  He  turns  his  side  —  supposing  in  this  case 
the  left  —  to  the  bar  and  stands  so  close  that  he  touches  the 
latter.  Command,  '•'•Left  foot  forward  place, 
left  hand  hip  firm  and  right  arm  upward  stretch 
—  6ne  !  Tw6  !  "  1.  The  right  arm  bends.  2.  The 
position  named  is  taken.  "  Trunk  to  the  left  — 
bend  !  Upward  —  stretch  !  "  .  .  .  The  move- 
ment, always  in  walk  st.  b  pos.,  is  also  done 
with  the  arms  in  rest  or  str.  pos. 

Foot  Side  Gr.  St.  T.  Sidew.  Flex.  (Fig.  180).  — 
Iii  the  foot  side  gr.  st.  pos.  the  pupil  stands 
with  his  side  turned  to  the  stall-bars  and  one 
step  away  from  them.  The  foot  nearest  the 
bars  is  inserted  between  the  second  and  third 
rounds,  both  knees  are  straight,  and  the  body 
in  usual 
good  post- 
ure. Trunk  - 

FIG.  179.- HALF  STR.  n-       fni,p, 

SIDE  SUP. WALK  ST.  nexlon  takes 

6SIDKW.FLEX.     place    in    cli_ 

rection  from  the  bars,  both 
knees  remaining  straight. 
The  flexion  should  not  be 
deeper  than  that  the  trunk 
and  elevated  leg  are  in  a 
straight  line.  The  com- 
mand is  as  described  above, 
and  the  movement  is  done 
with  the  arms  in  wing,  rest, FlG"  18°-  STK>  FooT  SlI)E  GR-  ST- SIDEW- FLEX- 
or  str.  pos.  In  absence  of  stall-bars  the  foot  may  be  placed  on 
the  horizontal  bar,  or  on  a  chair,  or  the  knee  of  another 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


155 


pupil  (compare  Fig.  165,  p.  143),  where  the  latter  holds  it  in 
position. 

Trunk  Rotation.  —  In  this  movement  the  trunk  is  rotated 
around  its  own  axis  ;  the  body  below  the  waist  remains  as 
immovable  as  possible,  and  the  head,  shoulders,  and  arms  follow 
the  movement  of  the  trunk.  Common  faults  in  this  move- 
ment are  pushing  the  shoulder  forward,  turning  the  head  so 
that  it  loses  its  position  relative  to  the -shoulders,  bending  the 
trunk  to  the  side  or  forward,  bending  the  knee  of 
the  side  toward  which  rotation  takes  place,  and 
turning  the  feet  out  of  place.  The  simplest  move- 
ment of  this  kind  is 

Wg.  Close  St.  T.  Rot.  —  Command,  u  Feet  close  and 
hips — firm!  Trunk  to  the  left  (>•.)  —  turn!  For- 
ward—  turn!"  .  .  .  The  movement  is  done  slowly. 
When  the  trunk  is  rotated  to  either  side,  the  posi- 
tion is  called  turn  st.  pos.  The  movement  is  made 
stronger  by  using  stretch  (Fig.  181)  or  rest  pos.  of 
the  arms.  In  all  trunk-rotations  the  str.  pos.  should 
be  used  earlier  than  the  rest  pos.,  as  the  former  is  less 
apt  to  produce  faulty  posture  of  the  shoulders  and 
head.  For,  in  trunk-rotation,  with  neck  firm,  the FlG- 181-  - STR- 

CLOSE  ST.  T. 

tendency  is  to  bring  one  elbow  too  far  forward,  and  ROT. 
at  the  same  time  to  push  the  head  forward  with  the  hands.  The 
rotation  is  performed  on  the  same  principles  in  the  st.  and 
stride  st.  positions.  In  the  walk  st.  positions  (all  of  which 
may  be  used),  the  rotation  takes  place  to  the  side  of  the  foot 
which  is  in  front.  For  instance, 

Wg.  Walk  St.  b  T.  Rot.  (Fig.  182).  — Command,  "Left  (r.) 
foot  forward  and  hips — firm!  Trunk  to  the  left  (r.)  turn! 
Forward  — turn!  .  .  .  Change  feet  —  6ne!  Tw6  !  Trunk  to  the 
right  (I.*)  — turn/"  .  .  . 


156 


ED  UCA  TIONA L   G  YMNA  S  TICS 


For  advanced  classes,  the  rotation  may  be  done  also  to  the 
opposite  side  in  the  str.  walk  st.  c  pos. 

Of  fallout  st.  positions,  only  a  is  used, 
and  here  the  rotation  is  done  to  either 
side.  When  the  trunk  is  turned  in 
direction  of  the  forward  foot,  the  posi- 
tion is  called  turn  fallout  st.  a  pos.  (Fig. 
183) ;  and,  if  in  the  opposite  direction, 
reverse  turn  fallout  st.  a  pos.  (Fig.  188). 
The  last  one  can  be  taken  so  that  the 
rotation  and  foot  movement  are  done 
simultaneously.  Command,  "  Hips  — 
firm!  With  rotation,  to  the  left —fall- 
out !  Change  feet  and  sides  —  6ne ! 
Tw6 ! "  .  .  .  When  done  in  this  man- 
ner, the  head  is  turned  in  the  direction 
In  half  str.  pos.  this  is  a  truly  aesthetical 


FIG.  182.  —  WG.  WALK 
b  T.  ROT. 


of  the  forward  foot. 

movement :  it  is  done  as  follows  : 

Half  Str.  Rev.  Turn  Fallout  St.  a 
Pos.  (compare  Fig.  145). — Command, 
"  Left  arm  upward,  right  arm  back- 
ivard,  with  rotation,  to  the  left  fallout 
—  6ne!  Tw6 7"  1.  Bend  st.  pos. 
2.  Hlf .  str.  rev.  turn  fallout  st.  a  pos. ; 
the  feet  are  in  fallout  st.  a  pos. ;  the 
trunk  and  backward  leg  are  in  a 
straight  line  ;  the  trunk  is  rotated  so 
that  the  shoulders  are  parallel  with  a  FlG-  ISS.-WG.  TURN  FALLOUT 
line  through  the  heels ;  the  arms  are 

parallel  with  the  backward  leg,  —  the  left  has  the  palm  turned 
up,  the  right  the  palm  turned  down  ;  the  head  is  turned  in 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  157 

direction  of  the  left  foot.  "  Change  arms,  feet,  and  sides  —  6ne  ! 
Tw6!"  (As  above.)  An  advanced  class  may  do  the  change 
of  feet  zigzag  forward  (or  backward).  Command,  "  Change 
arms,  sides  and  feet  forward  (backward)  —  6ne!  Tw6!"  .  .  . 
1.  The  backward  foot  is  placed  beside  the  forward  one,  and  the 
arms  bent.  2.  The  position  is  taken  to  the  other  side  by 
moving  this  same  foot  sideways  forward,  etc.  This  form  of 
the  movement  requires  a  great  deal  of  muscular  control,  and 
should  be  used  with  moderation. 

All  the  above  rotations  may  be  brought  together 
as  follows: 

f  Close  st. 

W,ng  !  * 

Walk  st.  a 
Str. 

Walk  st.  I 
Rest 

Walk  st.  c 

[  Fallout  st. 

Half    Str.  Rev.  Turn   Fallout   St.  a  Pos., 
with  variations. 

Children    often    find     it     difficult     to      FIG.  184.— STR.  STRIDE  SITT. 

keep    their   feet  still  while  the  trunk 

rotates.  In  such  a  case,  let  the  pupils  sit  astride  a  bench  (or 
chair)  (Fig.  184),  and  command  the  movement  in  usual  order. 
For  children  the  rotation  may  also  be  done  in  knee  st.  pos. 

In  the  str.  stride  st.  pos.,  the  rotation  may  be  done  by 
advanced  pupils  in  quick  time.  The  command  and  execution 
resemble  those  of  the  corresponding  sidew.  flex.,  and  need  no 
description  here. 

To  increase  the  effect  of  a  rotation,  the  pupils  may  be  kept 
in  turn  pos.  for  a  while;  they  are  kept  busy  by  a  2  A.  ext. 
upw.  For  instance, 


158 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


Str.  Turn  Stride  St.  2  A.  Ext.  Upw.  (Fig.  185).  —  Command, 
"Feet  sideways  place  and  arms  upward  —  stretch!  Trunk  to  the 
left  —  turn  I  Arm-extension  upward  —  6ne  !  Two  /  .  .  .  Trunk 
to  the  right  —  turn!"  etc.  This  move- 
ment is  done  in  the  positions  given  below  : 

Close  st.      ] 

St. 

Str.  turn  -[  }-2  A.  ext.  upw. 

Stride  st. 

[  Walk  st.  a  J 

In  walk  st.  a  position,  it  may  be  changed 
for  advanced  pupils  as  follows  :  Com- 
mand, '''•Left  foot  sideways  forward,  to  the 
left,  and  arms  upward  stretch  —  6ne  ! 
2W/"  1.  Bend  st.  pos.  2.  Str.  turn 
walk  st.  a  pos.  —  "  With  arm-extension, 
change  feet  and  sides  —  6ne  !  Tw6  /"  .  .  . 

Half  Yard  Reach  Turn   Stride   St.  T.  Rot 

with  2  A'  PUI*  <Fig-  186).  -This  is  a 
yerv  difficult  movement,  used  only  for 
far-advanced  classes.  For  the  commencing  position,  command, 
"  Left  foot  sideways  —  pldce  !  Trunk  to  the  left  —  turn!  Left 
arm  sideways,  right  arm  forward  —  strStch  !  Might  hand  — 
turn!"  (Palm  up.)  For  the  movement,  "Trunk-rotation 
quickly,  with  arm-flinging  and  turning  of  hands  —  6ne  !  Tw6  !  " 
...  1.  The  trunk  is  quickly  rotated  to  the  right,  Avhile  the 
forearms  are  slightly  lifted,  the  hands  turned  and  flung  to  the 
right,  until  the  left  arm  comes  into  reach  pos.  with  the  palm 
up,  the  right  into  yard  pos.  with  the  palm  down.  2.  The 
movement  is  done  on  the  same  principles,  to  the  other  side. 
Before  the  movement  reaches  this  complicated  state,  the  rapid 
rotation  should  be  practised  alone  in  yard  stride  "t.  pos.,  and 


M5.-B.H* 

STRIDE  ST.  2  A.  EXT. 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM 


159 


the  arm-flinging  should  be  practised  separately  (as  a  shoulder- 
blade  movement). 

If  the  rotation  is  to  be  combined  with  sideways  flexion,  the 
flexion  is  done  to  the  side  to  which  the  trunk  is  rotated.  The 
commands  are,  for  instance,  for 

Str.  Turn  Stride  St.  T.  Sidew.  Flex.  (Fig.  187).  —  "Left  foot 
sideways  place  and  arms  upward  —  stretch  !  Trunk  to  the  left 


FIG.  186.— HALF  YARD  REACH  TURN  STRIDE  ST.  T.  ROT.  WITH  2  A.  FLING. 

turn  !     To  the  left  —  bend  !      Upward  —  stretch  !  ...   To  the 

right  —  turn  !  "  .  .  . 

This  movement  is  done  in  various  positions,  viz. : 

f  Close  st. 
Wing  J 

Rest    XturnJ  ' 
Str.     J 


Walk  st.  a 
Walk  st.  b 


Rest 
Str. 


Rev.  turn  fallout  st.  a  (Fig.  188) 


160 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


These  will  hardly  need  any  description.     The  most  common 
fault  in  this  movement  is  bending  the 
trunk  forward  instead  of  sideways. 
s£^%L  In   the    turn   st.  pos.,  flexion  can 

also  be  done  backward  and  forward 
in  direction  of  the  face  (or  neck). 
For  instance  : 

Str.   Turn   Walk  st.   a  T.  Flex.  Backw.  and  Forw. 
(Fig.  189).  —  Command,  "Left  (r.)  foot 
forward  and  arms  upward 

—  stretch  !     Trunk  to  the 
left  (r.)  —  turn  !      Back- 
ward —  bend !       Upward  .-'     .-' 

—  BtrStch  !     For- 


FIG.    187. —STR. 

TURN  STRIDE   ward  —  bend! 

ST.  SIDEW. 

FLEX.        •    •    •    (see    Fig. 
This    \nove- 

At 


190). 
ment 


can    be    made 


FIG.  188.  —STR.  REV.  TURN  FALLOUT  ST.  a  SIDEW.  FLEX. 

exceedingly  strong  if  the    pupils    remain    in    the    backward 
flexion    and    execute   arm-extension    upward   with   change   of 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


161 


feet  and  rotation  to  the  opposite  side.     The  movement  is  then 
called 

Str.   Arch  Turn  Walk  a    St.    2 
A.    Ext.   and    Change    of    Feet.  — 
After  backward  flexion  is  taken, 
command,     "  A  r  m  -  e  x  te  n  s  i  o  n, 
change  feet  and  sides  —  6ne  I  Twti  !  " 
This    movement   can  be  done  only 
very  strong  persons.     At  first  the  2 
ext.  is  done  without  change  of  feet. 

The    following    is    a  synopsis  of 
backward  and  forward  flexions  in 
positions  : 


Close  st. 

Wingl 

St. 

Backw.     and 

Rest    >turn 

( 

Walk  st.  a  i 

forw.  flex. 

Str.     J 

Walk  st.  b  } 

the 
turn 


FIG.  189.  —  STR.  TURN  ARCH 
WALK  ST.  a  Pos. 


Str.  Arch 
Turn  Walk  St. 
rt,  2  A.  Ext. 
and  Change  of 

Feet.  —  This  form  of  lateral  trunk- 
movement  resembles  closely  the  arch- 
flexions  (oblique),  and  may  be  used 
as  substitutes  for  these  when  there 
are  no  bar-stalls  or  other  suitable 
apparatus  at  hand. 

Side  Fall.  Pos.  (Fig.  191).— To  take 
this  position,  command,  "  Side  fallimj 
position,  on  the  left  hand  —  tine!  Tu'ti  I 
Three  !  "  1  and  2  are  executed  as  stoop  falling  position  (Figs.  167 
and  168,  p.  145).  3.  The  right  hand  takes  "  hip  firm,"  while  the 


FIG.  190.  —  WING  TURN  ST. 
FORW.  FLEX. 


162 


ED  UCA  TIONA  L   G  Y^fXA  S  TICS 


body  is  turned  over  (to  the  right),  so  that  it  rests  on  the  left 
hand  and  on  the  outside  of  the  left  foot.  The  feet  are  in  close 
pos.  and  the  legs  straight.  Change  hands  —  6ne  !  Two  /  "  .  .  . 
1.  Stoop  fall.  pos.  2.  Side  fall.  pos.  on  the  other  hand.  After 
this  position  has  been  practised  for  some  time  it  is  used  as  com- 
mencing position  for  a  leg-elevation. 

Side  Fall.  L.  Elev.  (Fig.  191).  —  After  commencing  position 
is   taken,    command,    "  Leg-devotion  —  one  !     Two  !  "  .  .  .  The 


FIG.  191.  —  WING  SIDE  FALL  L.  ELKV. 

upper  straight  leg  is  lifted  as  high  as  good  posture  will  allow.. 
The  movement  is  also  done  in  half  str.  side  fall.  pos.  (Fig.  192). 
If  the  arm  which  is  extended  upward  grasps  a  stall-bar  (hor. 
bar,  the  hand  of  another  pupil,  etc.),  the  position  is  called  half 
str.  gr.  side  fall,  pos.,  .which  is  naturally  easier  to  maintain  than 
the  same  free  position.  The  three  movements  thus  received 

are : 

Side  fall.  i 

Hlf.  str.  gr.  side  fall.  )-L.  elev. 

Hlf.  str.  side  fall. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


163 


The 


Str.  Side  Sup.  St.  Sidew.  Flex,  and  L.  Elev.  (Fig.  193). — The 
pupil  stands  close  to  the  horizontal  bar,  put  at  hip  height,  with 
his  side  turned  to  the  bar  and  touching  it.  Command,  "  Arms 
upward  —  stretch!  Trunk  to  the  left  (r.) —  bend!' 
pupil  bends  over  the  bar,  keeps  the  leg  nearest 
it  straight,  and  lets  the  other  rise  as  the  trunk 
bends,  so  that  this  leg  and  the  trunk  are  in  a 
straight  line.  "  Upward  —  stretch  !  "  The  trunk 
is  raised,  and  the  elevated  leg  again  touches  the 
floor. 

Str.  Side  Gr.  St.  L.  Elev.  (Fig.  194). 

-The  pupil  stands  one   step    away 

from  the  stall-bars,  his   side   turned 

to  them.     Command,  "  Arms  upward 

—  stretch  !      Trunk 
to    the    left    (r.)  — 
bend!     Grrdsp!" 
The    trunk  is  bent 
toward     the     bars, 
and       each      hand 
grasps     a     bar,     so 
that   the   arms    are 

Straight   (the  Upper  Flu-  »«.-  HAI.K  STR.  SIDE  FALL.  Pos. 

arm  remains  in  str.  pos.,  whereas  the  lower,  to  become  straight, 
must  be  lowered  into  yard  pos. ;  the  palm  of  this  hand  is  turned 
up).  The  leg  nearest  the  bars  is  vertical  and  straight.  The 
foot  of  the  other  leg  is  raised  above  the  floor.  "Leg-elevation 

—  6ne!     Tw6!"  .  .  .  The  outside  leg  is  raised  and  lowered. 
Introduction  to  Wheeling  (Fig.  195).  —  The  pupil  stands  one 

step  away  from  a  bench,  with  his  side  turned  to  it.  Command, 
"  Right  (/.)  foot  sideways  and  arms  upward  —  xtrttch  !  Rapid 


164 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


FIG.  193.  — STR.  SIDE  SUP.  ST.  SIDEW.  FLEX.  WITH  L.  ELEV 


FIG.  194.  —  STR.  SIDE  GR.  ST.  L.  EI.EV. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


165 


trunk-flexion  to  the  left  (-r.)  —  6ne!  Tw6  ! "...  1.  The  pupil 
bends  to  the  left  (r.)  ;  at  the  same  time  he  raises  his  right  (1.) 
leg,  and  lowers  his  left  (r.)  arm  until  his  left  (r.)  hand  rests  on 
the  bench  (the  position  is  like  str.  side  gr.  st.  L.  elev.).  2.  He 
resumes  str.  stride  st.  pos. 

Wheeling  (Fig.  196).  —  Command,  "  Feet  sideways  place  and 
arms    upward — stretch!      To    the    left    (r.) — whSel  /"       The 
pupil  bends  his  trunk  slightly  to  the  right  (L),  and  then  with 
utmost  speed  to  the  left  (r.),  until  his  left 
(r.)  hand  rests  on  the  floor;    his  right   (L) 
hand  is  placed  on  the  floor  beyond  the  left 
(r.)  one;  his  feet,  having  left  the  floor,  de- 
scribe a  semi-circle  in 
the   air,    and   land    on 
the    floor    beyond    his. 
right  (1.)    hand.      By 
this    time    his     hands 
have  left  the  floor,  and 
he  stands  in  str.  stride 
st.  pos.     The  motions 
of  arms   and  legs    re- 

FIG.  105.—  INTRODUCTION  TO  WHEELING. 

semble    the  spokes   of 

a  revolving  wheel.  The  hands  should  not  touch  the  floor 
simultaneously,  nor  should  the  feet,  but  the  movement  should 
be  a  distinct  "  one  —  two  —  three  —  four."  Legs  as  well  as 
arms  are  kept  straight  throughout  the  movement.  When 
practised  for  the  first  time,  the  pupils  may  be  allowed  to  bend 
slightly  forward,  and,  already  in  the  commencing  position,  to 
lower  the  hand  in  whose  direction  the  wheeling  is  to  be  done. 
As  soon  as  every  pupil  has  gained  some  proficiency,  the  class 
is  arranged  in  one  rank,  the  pupils  standing  behind  each  other 


166 


EDUCATIONAL   GYMNASTICS 


at  "whole  distance."  After' they  have  been  numbered  by  twos 
from  the  front  backward,  command,  "  Feet  sideways  place  and 
arms  upward  — stretch  !  Numbers  one  to  the  left,  numbers  two 
to  the  right  — wheel!"  The  ones  and  twos  do  the  movement 
in  opposite  directions,  as  ordered.  "  To  the  opposite  side  — 
wheel!"  The  pupils  wheel  back  into  their  original  places. 


FIG.  196.  —  WHEKLIXO. 


The  movement  must  take  place  strictly  sideways,  or  accidents 
will  happen  (the  gymnasts  interfere  with  each  other)  ;  conse- 
quently wheeling  must  not  be  tried  in  class  until  after  consid- 
erable individual  practice. 

Sidew.  Hang.  Pos.  (Fig.  197).  — The  pupil  stands  at  the  bar- 
stall  with  his  side  turned  toward  the  wall  and  one  step  away 
from  it.  Command,  "Arms  upward  —  stretch!  Trunk  to  the 


MOVEMENTS    OF    THE    SWEDISH    SYSTEM 


167 


left  (A) — bend!  Grasp!  (see  Fig.  194.)  Sideways  —  hang 
tfut!"  The  pupil  swings  both  his  legs  up,  and  holds  himself 
out  from  the  bars  by  means  of  his  arms  alone.  Arms 
and  legs  are  straight,  and  the  body  stands  out  at  right 
angles  from  the  bars.  The 
pupil  stays  in  this  posi- 
tion as  long  as  his  strength 
will  allow,  and  then  lowers 
himself  slowly  into  com- 
mencing position.  Begin- 
ners may  learn  to  take  this 

position  by  first  taking  the  str.  side  gr.  st.  pos.  with  elevated 
outside  leg.  This  leg  is  now  lowered  with  utmost  speed 
(and  allowed  to  pass  in  front  of  and  on  the  other  side  of 
the  inside  leg),  and  immediately  swung  back  again  as  high 


FIG.  197.—  Si  DEW.  HANG.  Pos.  (.< 

OUGHT   TO    BK). 


as  possible,  the  inside  leg  fol- 
uppev  arm  may  at  the  same 
the  body  is  lowered  into  hori- 


-SII)K\ 

USUALLY   LOOKS). 


degree  of  physical   development. 

this     exercise     is      turning     the 

ward,     and    curving     the     body 

in   fact,    there    are    but    few    who    reach    the    ideal    in    this 

position. 


lowing  close  to  it.  The 
/  p  time  be  bent  ;  and,  as 
zontal  position,  it  is 
straightened.  Ad- 
vanced pupils  get  into 
the  position  by  merely 
elevating  their  legs 
with  moderate  speed 
until  they  are  hori- 
zontal. This,  how- 
ever, requires  a  high 
-^  common  fault  in 
face  obliquely  up- 
and legs  (Fig.  198); 


168 


EDUCA  TIONAL   GYMNASTICS 


Progressive  arrangement  of  lateral  trunk-movements  : 


1.  Close  St.  Sidew.  Flex.  34. 

2.  Wing  Close  St.  T.  Rot. 

3.  Wing  Stride  St.  Sidew.  Flex.  35. 

4.  Wg.  Walk  St.  a  T.  Rot.  36. 

5.  Hlf.  Str.  Close  St.  Sidew.  Flex.  37. 

6.  Wg.  Walk  St.  b  T.  Rot.  38. 
[7.  Wg.  Stride  Sitt.  T.  Rot.]  39. 

8.  Rest  Close  St.  Sidew.  Flex.  40. 

9.  Wg.  Walk  St.  c  T.  Rot.  41. 

10.  Rest  Stride  St.  Sidew.  Flex.  42. 

11.  Wg.  Stride  St.  T.  Rot.  43. 

12.  Hlf.  Str.  Walk  St.  c  Sidew.  Flex  44. 

13.  Str.  Close  St.  T.  Rot.  45. 

14.  Rest  Walk  St.  b  Sidew.  Flex.  46. 

15.  Bend  Turn  St.  2  A.  Ext.  Upw.  47. 
[16.  Str.  Stride  Sitt.  T.  Rot.]  48. 

17.  Wg.  Close  St.  T.  Backw  and  Forw. 

Flex.  49. 

18.  Str.  St.  Sidew.  Flex.  50. 

19.  Str.  Walk  St.  a  T.  Rot.  51. 
[20.  Str.  KM.  St,  T.  Rot.]  52. 

21.  Rest  Turn  Close  St.  Sidew.  Flex.  53. 

22.  Str.  Turn  Walk  St.  a  2  A.  Ext.  Upw.  54. 

23.  Rest  Foot  Gr.  Half  St.  Sidew.  Flex. 

24.  Str.  Stride  St.  T.  Rot.  55. 

25.  Rest  Turn  Walk  St.  a  Sidew.  Flex.  5(3. 

26.  Bend  Turn  Stride  St.  2  A.  Ext.  57. 

27.  Str.  Stride  St.  Sidew.  Flex.  58. 

28.  Wing  Fallout  St.  a  T.  Rot. 

29.  Rest  Turn  Close  St.  Backw.  Flex.  59. 

30.  Str.  Walk  St.  b  T.  Rot. 

31.  Str.  Walk  St.  b  Sidew.  Flex.  60. 

32.  Rest  Turn  Stride  St.  Sidew.  Flex.  61. 

33.  Half  Str,  Rev.  Turn  Fallout  St.  a 

Pos.  62. 


Str.  Turn  Walk  St.  a  2  A.  Ext.  and 

Change  of  Feet. 

Str.  Turn  Walk  St.  a  Backw.  Flex. 
Str.  Walk  St.  c  T.  Rot. 
Str.  Side  Sup.  Walk  St.  b  Sidew.  Flex. 
Str.  Turn  St.  Backw.  Flex. 
Str.  Foot  Side  Gr.  Half  St.  Sidew.  Flex. 
Wg.  Side  Fall.  L.  Elev. 
Rest  Fallout  St.  a  T.  Rot. 
Str.  Turn  Stride  St.  Sidew.  Flex. 
Str.  Turn  Close  St.  Backw.  Flex. 
Str.  Side  Gr.  Half  St.  L.  Elev. 
Str.  Fallout  St.  a  T.  Rot. 
Hlf.  Str.  Gr.  Side  Fall.  L.  Elev. 
Str.  Walk  St.  c  Rev.  T.  Rot. 
Str.  Side  Sup.  St.  Sidew.  Flex,  and 

L.  Elev. 

Str.  Stride  St.  Quick  T.  Rot. 
Str.  Walk  St.  b  Backw.  Flex. 
Str.  Turn  Walk  St.  a  Sidew.  Flex. 
Yard  Stride  St.  Sidew.  Flex. 
Str.  Turn  Arch  Walk  St.  a  2  A.  Ext. 
Str.  Rev  Turn  Fallout  St.  a  Sidew. 

Flex. 

Half  Str.  Side  Fall.  L.  Elev. 
Str.  Turn  Stride  St.  Backw.  Flex. 
Str.  Stride  St.  Quick  Sidew.  Flex. 
Half  Yard  Reach  Turn   Stride  St. 

Quick  T.  Rot. 
Str.  Turn  Arch  Stride  St.  2  A.  Ext. 

Upw. 
Wheeling. 
Str.  Turn  Arch  Walk  St.  a  2  A.  Ext. 

and  Change  of  Feet. 
Sideways  Hang.  Pos. 


JUMPING  AND  VAULTING. 

The  exercises  commonly  known  as  jumping  and  vaulting  are 
of  the  greatest  value  in  educational  gymnastics  ;  for,  besides 
their  effect  of  developing  courage  and  self-reliance,  they  are 
often  of  great  practical  use  in  ordinary,  e very-day  life.  But 
still  more  important  is  their  effect  of  promoting  the  general 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM  169 

elasticity  of  the  body.  A  person  may  be  muscularly  strong 
and  yet  not  be  able  to  use  his  strength  to  best  advantage 
simply  for  want  of  elasticity  —  want  of  grace  ;  for,  elasticity 
and  grace  are,  in  a  measure,  one  and  the  same  thing.  There 
are  no  other  exercises  which  require  so  much  general  muscular 
control  —  co-ordination  of  movements  —  as  do  jumping  and 
vaulting ;  to  do  these  well,  it  is  necessary  to  be  truly  "  well- 
balanced  " ;  and  for  this  reason  it  may  be  said  that  the  degree 
of  perfection  with  which  a  person  jumps  and  vaults  may 
usually  be  considered  as  an  indicator  of  that  person's 
physical  development  (in  the  sense  in  which  we  use  this 
word). 

No  movements  need  a  more  thorough  preparation,  and  none 
will  so  soon  show  bad  results  if  they  are  applied  in  wrong  pro- 
gression, as  these  jumping  and  vaulting  exercises  ;  and  yet  in 
these  movements  no  system  of  gymnastics,  except  the  Swedish, 
has  any  progression  worthy  of  the  name. 

In  jumping,  the  question  is  less  how  high  to  jump,  more  in 
what  manner  is  it  to  be  done.  Many  persons  have  the  idea 
that,  after  the  feet  leave  the  ground,  the  movement  is  ended, 
and  that  it  matters  little  whether  the  landing  is  made  on  the 
feet  or  on  the  head,  as  long  as  the  mattress  is  there  to  receive 
them.  The  most  important  part  of  jumping,  however,  is  the 
manner  in  which  the  landing  should  be  done  ;  for,  unless  the 
fall  is  properly  broken  by  the  body  itself,  jumping  loses  all 
practical  value,  since  mattresses  are  not  to  be  found  out  of 
doors. 

The  knee-joint  is  so  shaped  that,  when  the  knee  is  straight, 
the  surfaces  of  the  condyles  fit  very  accurately  into  the  facets 
of  the  head  of  the  tibia ;  and  the  first  part  of  a  knee-flexion 
takes  place  slowly.  The  radius  of  the  condyle  is  decreasing 


170  EDUCATIONAL   GYMNASTICS 

backward,  so  that,  after  flexion  has  once  begun,  it  occurs  easily 
and  with  accelerating  speed.  Now,  in  jumping,  if  the  landing 
is  made  with  straight  knees,  the  facets  of  the  knee-joint  are 
pressed  forcibly  together,  so  that  flexion  becomes  impossible, 
and  the  thighs  and  hips  suddenly  oppose  the  downward  move- 
ment ;  but  gravitation  cannot  be  thus  suddenly  overcome,  and 
the  body  still  remains  for  a  while  under  the  influence  of  the 
fall ;  the  neck  of  the  femur  has  to  resist  the  pressure  from 
above,  and,  if  the  speed  of  motion  is  great,  the  bone  will  break  ; 
the  internal  organs  also  continue  to  move  downward,  and  the 
ligaments,  etc.,  by  which  they  are  suspended,  will  thus  be 
excessively  stretched,  until  the  fall  is  broken  —  displacement 
is  often  the  result.  On  the  other  hand,  if  the  knees  have 
already  commenced  to  bend,  when  the  feet  strike  the  ground, 
they  continue  to  do  so  until  the  fall  is  wholly  broken,  and 
the  motion  is  gradually  reversed  through  the  elasticity  of  the 
quadriceps  extensor,  etc.  For  ordinary  height  and  speed,  all 
danger  of  fracture  and  displacement  is  now  removed.  The 
heels  should  be  raised,  when  the  feet  strike  the  ground,  so  that 
the  gastrocneinius  may  also  help  to  break  the  fall.  Further- 
more, the  heels  should  be  held  together  and  the  feet  turned  out, 
for,  in  this  position,  the  neck  of  the  femur  acts  like  an  oblique 
beam,  distributing  the  pressure  throughout  the  whole  bone, 
whereas,  when  the  heels  are  apart,  the  neck  is  horizontal,  and 
hence  easily  broken.  Besides,  the  position  lessens  the  danger 
of  internal  displacement.  If  done  in  this  way,  there  is  no 
need  of  a  mattress  to  land  on  when  ordinary  jumping  is  prac- 
tised. In  the  more  violent  forms  of  vaulting,  and  when  jump- 
ing takes  place  from  great  heights,  a  mattress  may  be  used 
as  a  safeguard  against  accidents  and  to  prevent  the  feet  from 
becoming  sore.  On  any  other  occasion,  the  use  of  a  mattress 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  171 

will  tend  to  ruin  the  form  of  the  movement  and  to  take  away 
its  best  effects. 

This  class  of  exercises  contains  such  an  infinite  variety  that 
it  will  be  possible  to  describe  only  the  most  essential  forms ;  the 
teacher  easily  supplying  the  others,  if  he  has  need  of  them. 

Preparation  to  Jumping  (Fig.  36,  p.  56).  —  Command,  "Pre- 
pare to  jump  —  6ne  !  .  .  .  F6ur ! "  .  .  .  The  execution  is  like 
that  of  st.  2  Kn.  flex,  (see  leg-movements).  At  first  the  move- 
ment is  practised  with  hips  firm,  later  on  without  it,  the  arms 
hanging  straight  behind  the  thighs  when  the  knees  bend.  From 
time  to  time  the  teacher  changes  the  rhythm  of  this  movement 
("  —  one^twti  !  —  Thre'e  !  —  Ftiur  .' "  or  "  —  tine!  —  Two~  three  ! 
—  Four  I"  etc.),  so  that  the  pupils  become  thoroughly  balanced 
in  each  one  of  the  intermediate  positions.  After  some  time, 
the  teacher  leaves  off  counting,  and  merely  commands,  "  Prepa- 
ration to  jumping  —  start!"  when  the  pupils  go  through  the 
whole  movement.  When  it  is  done  in  this  way,  the  teacher 
may  occasionally  and  unexpectedly  say.  •*  Two" .'"  (or  "ThrSe!" 
etc.),  when  the  pupils  understand  that  they  are  to  stop  in  the 
position  belonging  to  that  count.  This  is  an  excellent  way  to 
make  the  pupils  well  balanced  in  the  intermediate  positions. 
After  this  movement  can  be  well  performed,  it  is  safe  to  pro- 
ceed to  the  next  one  ;  yet  the  preparation  to  jumping  should  be 
brought  in  in  almost  every  lesson ;  for,  no  matter  how  skilled 
the  pupils  may  be,  the  movement  always  retains  its  effect  of 
correcting  the  form  of  all  jumping  and  vaulting.  It  may  then 
be  used  as  an  introduction  or  as  a  slow  leg-movement,  since  it 
shares  the  effects  of  the  latter  kind  of  exercises,  even  though  it 
is  done  in  rapid  rhythm. 

Upw.  Jump  (Fig.  199). — Command,  "Upward  jump  —  tine! 
Twti!  Thr€e!  Four!  Five!"  1.  Heel  elev.  2.  2  Kn. 


172 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


flex,  to  90°.  3.  By  a  rapid  extension  of  his  knees,  the  pupil 
jumps  straight  up;  and,  in  the  same  place  where  he  stood 
before,  he  lands  on  tip-toe  with  raised  heels,  and  lets  his  knees 
bend  to  right  angles  ;  in  this  position  he  stays  with  erect  trunk 
and  head,  and  arms  hanging  straight 
behind  his  thighs.  4.  The  knees  are 
stretched.  5.  The  heels  are  lowered. 
This  movement  should  never  be  done 
with  "  hips  firm ; "  for  what  is  gained 
by  the  knee-flexion  in  landing  is  apt 
to  be  lost  by  the  pressure  exerted  by 
the  hands  on  the  hips. 

Turn.  90°  Upw.  Jump.  —  Command, 
"•  Turning  90°  to  the  left  (r.),  upward 
jump  —  tine  !  .  .  .  Five  !  "  The  move- 
ment is  executed  as  the  one  just  de- 
scribed, except  that,  as  the  pupil  jumps, 
he  turns  90°  to  the  side  ordered,  and 
faces  in  this  new  direction  when  he 
lands.  [Later  on  180°  (and  even  360°) 
may  be  tried.] 

With  A.  Fling.  Upw.  Jump.  —  Com- 
mand, "  Arms  flung  sideways,  upward 
jump  —  6ne  !  .  .  .  Five  !  "  This  resem- 
bles upward  jump;  but,  as  the  pupil 
jumps,  he  flings  his  arms  straight  side- 
ways to  horizontal  position,  thus  aiding  the  motion  upward. 
The  arms  move  quickly  down  again,  so  that  they  are  in  the 
usual  position  when  the  landing  occurs. 

With  A.   and  L.   Fling.   Upw.  Jump.  —  Command,    '>  Arms  and 
legs  flung  sideways,  upward  jump  —  due!  .  .  .  Five!"     At  the 


FIG.  199.— UPW.  JUMP. 
"THBJfcBl" 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


173 


jumping,  arms  and  legs  are  flung  out  sideways,  and  brought 
back  into  position  again,  so  that  the  arms  are  perpendicular, 
and  the  heels  together,  when  the  feet  strike  the  ground. 

Forw.  Jump  (Fig.  200  and  201).  —  Command,  "  Forward 
jump  —  6ne  !  .  .  .  Five  !  "  1.  Heel-elev.  2.  2  Kn.  flex.,  and 
the  arms  are  moved  backward  into  backw.  str.  pos.  3.  Keep- 
ing his  heels  to- 
gether, the  pupil 
jumps  forward,  and 
helps  the  movement 
by  swinging  his 
arms  straight  for- 
ward into  reach  pos. 
The  arms  swing 
back  again;  and,  by 
keeping  them  rigid 
behind  the  thighs 
when  the  landing 
occurs,  the  body  is 
prevented  from  tip- 
ping over  forward. 

4.  Knees     stretch. 

5.  Heels  sink. 

Backw.  Jump.  —  On  the  same  principles,  jumping  can  be  done 
backward ;  this  movement,  however,  is  of  less  value,  and  is  but 
little  used. 

Sidew.  Jump.  —  Command,  "  To  the  left  (r.*)jump — 6ne  I  .  .  . 
Five ! "  This  is  executed  on  the  same  principles  as  forward 
jump,  except  that,  just  before  jumping,  the  pupil  swings  his 
straight  arms  in  front  of  him  to  the  side  opposite  the  one  to 
which  he  is  jumping  ;  and,  as  he  jumps  straight  to  the  side,  the 


FIG.  200.—  Fouw.  JUMP:  THE  START. 


174 


EDUCATIONAL   GYMNASTICS 


arms  are  flung  in  direction  of  the  jumping,  and  brought  into 
the  usual  position  at  the  landing  so  as  to  prevent  the  trunk 
from  tipping  over. 

Later  upw.  jump,  may  be  practised  with  a  command  for  only 
the  first  and  last  part  of  the  movement.  Command,  "  Upward 
— jump  !  Five  !  "  The  pupils  go 
through  the  first  four  parts  with 
utmost  speed.  Before  this,  however, 
the  movement  should  be  done  as, 
"  Upward  — jump  !  F6ur  !  Five  !  "  the 
pupils  stopping  at  the  landing. 

The  jumping  may  also  be  practised 
with  the  knee-extension  done  so 
quickly  that  it  creates  one  more 
jump*.  Command,  "  Ttvice  upward 
jump  —  6ne  /  .  .  . 
_,_-  Six  !  "  or,  "  Turning 
90°  (180°)  to  the  left 
(r.)  and  back  to  the 
right  (7.),  twice  up- 
ward jump  —  6ne  ! 
•:•_,,  •__•_  ....  Six!"  or,  "  To 
the  left  (r.)  and 
right  (7.)  jump  — 
due!  .  .  .  Six!" 
If  the  start  is  given  by  both  feet,  heels  together  (as  in  the 
previous  exercises),  it  is  called  "•  whole  start ;  "  if  by  only  one 
foot,  "half  start."  In  every -day  life,  the  most  common  form 
of  jumping  is  done  with  "half  start,"  one  foot  giving  the 
spring,  as  we  walk  or  run,  the  other  merely  oscillating  forward. 
The  following  exercises  are  instances  of  this  form : 


FIG.  201.— FOR W.  JUMP:  THE  LANDING. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


175 


Forw.  Jump  w.  One  Step's  Start.  (Fig.  202).  —  Command, 
"  Left  (r.)  foot  forward,  forward  jump  —  one  tw6  !  !  Three  ! 
Four!"  1.  The  left  (r.)  foot  is  placed  forward  in  walk  st. 
b.  pos.  2.  (Follows  instantly.)  The  right  (1.)  leg  and  both 
arms  are  swung  forward  with  utmost  speed,  while  the  left  foot 
springs  from  the  ground,  and  the  body  is  thrown  forward ;  the 
heels  are  brought  together,  and  landing  takes  place  in  usual 
form.  3.  Knees  stretch.  4.  Heels  sink.  The  movement  is 


Fio.  202.  — FORW.  .IITMP.  WITH  Oxi:  STEP'S  STAKT. 

repeated  on  each  foot  alternately,  so  that  the  pupils  become 
equally  skilled  in  using  either  for  the  start.  At  first  the  dis- 
tance jumped  should  be  small,  so  that  the  landing  may  not  lose 
its  correct  form.  Later  on,  two  or  three  steps  are  used  for  the 
start.  For  instance, 

Forw.  Jump  w.  3  Steps'  Start.  —  Command,  "•  Three  steps' 
start;  begin  with  the  left  {r.*)  foot,  forward  jump  —  one^two" 
thrtef!  Four!  Five!"  (oi  —  "8tdrt!  Four!  Five!").  The 


176  EDUCATIONAL   GYMNASTICS 

third  step  is  the  "half  start"  for  the  jumping,  executed  as 
above.  After  three  steps  have  once  been  used,  the  movement 
is  always  done  in  this  way,  as  one  or  two  steps  do  not  produce 
the  speed  that  should  characterize  all  jumping. 

This  form  of  jumping  may  also  be  done  with  90°  turning; 
the  turning  is  then  to  the  side  of  the  foot  which  gives  the  final 
start.  For  instance, 

90°  Forw.  Jump  w.  3  Steps.  —  Command,  "  With  90°  turning 
and  three  steps'  start,  beginning  with  the  left  (V.)  foot,  forward 
— jump!  Four!  Five!"  The  pupils  face  to  the  left  (r.) 
when  they  land.  If  the  start  had  been  with  two  steps,  they 
would  have  faced  to  the  right  (1.),  etc. 

The  jumping  may  also  be  done  sideways  forward,  and  then 
always  with  one  step's  start : 

Sidew.  Forw.  Jump.  —  Command,  "Forward  to  the  left  (r.) 
jump  —  ovwTtwt!  Thrte  !  Four!"  1.  The  right  (1.)  foot 
is  placed  crosswise  forward  to  give  the  start.  2.  (Follows 
instantly).  By  swinging  the  left  (r.)  foot  in  its  own  direction 
and  sending  the  right  (1.)  foot  from  the  ground,  jumping  takes 
place  sideways  forward  to  the  left  (r.)  ;  landing  is  done  as 
usual  (with  heels  together,  etc.).  3.  Knees  stretch.  4.  Heels 
sink.  This  form  of  jumping  is  one  of  the  most  graceful  move- 
ments known. 

In  jumping  with  t;  half  start,"  —  running  free  jump,  —  the 
teacher  soon  leaves  off  counting  the  separate  movements,  and 
commands  only  the  start  and  the  last  two  parts  (knee-extension, 
and  lowering  of  the  heels). 

When  proficiency  is  gained  in  these  movements,  two  marks 
are  made  on  the  floor  to  indicate  the  distance  to  be  jumped  ; 
and  a  rope  is  used  to  mark  off  the  height  for  high  jump.  The 
distance  or  height  should  not  be  so  great  that  the  jumping 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  177 


cannot  be  done  in  correct  form.     When  jumping  over  a  rope 
(or  other  obstacle),  the  pupil  should  jump  straight  forward  — 


.  :i03.  —  RUNNING  HIGH  JUMP. 


not   with   legs   swinging   to   one    side  —  and   bring   his    heels 
together   already    before    passing   the    rope    (Fig.   203).      The 


178 


ED UCA  TIONA  L   G  YMNA  S TICS 


jumping  may  be  done  either  with  whole  or  with  half  start ;  in 
the  latter  case  not  less  than  three  steps  are  used ;  but  usually 
more  steps  are  taken  in  the  form  of  a  short  run.  If  so,  the 
teacher  previously  decides  which  foot  is  to  give  the  final  spring. 
The  pupils  are  arranged  in  one  rank  behind  the  rope  (or  marks 
on  the  floor),  and  face  to  the  flank.  The  teacher  commands, 

"Stdrt!"  and  the  first 
pupil  runs,  jumps  the  rope, 
and,  after  landing,  stretches 
his  knees ;  he  stays  in  toe 
st.  pos.  until  the  teacher 
commands,  "  Next  —  stdrt !  " 
when  he  lowers  his  heels 
and  marches  away  to  place 
himself  in  the  rank  behind 
the  others,  etc.  Occasionally 
the  pupils  may  be  ordered 
to  run  and  jump  as  fast  as 
there  is  room,  the  whole 
IT-  class  running  at  the  same 
~  time  and  continuing  to  jump 


one  after  the  other  until  the 
teacher  commands,  "  ISttip  !  " 
Jumping  from  a  Height  (Fig.  204).  —  The  pupil  stands  on  a 
bench  (or  other  elevation).  Command,  '''•Left  (/•.)  leg  forward 
—  lift!"  The  leg  is  lifted  far  enough  forward  to  be  outside  the 
bench.  "Downward — jump!'1''  The  pupil  jumps  down  and 
lands  as  usual.  "  Thr£e  !  Four  I "  3.  Knees  stretch.  4. 
Heels  sink.  The  pupil  may  be  allowed  to  bend  slightly  the 
knee  of  the  leg  which  gives  the  start,  especially  if  the  height 
be  great.  This  slight  knee-flexion  just  before  jumping  also 


FIG.  204.  —  JUMPING  FKOM  A  BENCH. 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM 


179 


gives  more  grace  to  the  movement.  The  pupil  must  not  look 
down  when  jumping ;  for,  if  he  does,  he  loses  his  balance  when 
landing. 

Star  Gr.  St.  Jump  from  Stall-Bars  (Fig.  205).  —  The  pupil 
stands  with  one  foot  on  the  fourth  or  fifth  bar,  grasps  with 
the  hand  of  the  same  side  a  bar  above  his  head,  and  holds  him- 
self out  sideAvays,  the  other  arm 
and  leg  being  elevated  sideways, 
so  that  the  position  of  the  limbs 
resembles  the  points  of  a  star. 
Command,  "Downward  jump  — 
one  ~  tw6  !  !  Thrte  !  Four  !  " 
1.  The  free  arm  and  leg  are 
swung  in  to  the  bod}-.  2.  They 
are  again  swung  sideways,  and. 
at  the  same  time,  the  other  foot 
and  hand  leave  the  bars,  and 
the  pupil  jumps  down  sideways 
and  lands  as  usual  (facing  as 
before  jumping).  3.  Knees 
stretch.  4.  Heels  sink. 

Reach  Gr.  St.  Introd.  to  Vault- 
ing (Figs.  206  and  207).  — The 
pupil  stands  at  the  horizontal  bar,  at  whole  distance  from  it. 
At  the  command,  u  Grrdsp  !  "  he  grasps  the  bar,  thumbs  behind, 
fingers  in  front  (unless  the  bar  be  too  thick  to  allow  this). 
At  the  command,  "Sit  up  —  one~tw<5.'"  he  jumps  and  pulls 
himself  forward,  so  that  he  lands  against  the  bar ;  and,  resting 
over  it,  he  holds  himself  there,  his  arms  straight,  his  head  high, 
chest  well  expanded,  and  the  body  and  legs  forming  a  grace- 
ful curve  backward  (balance  hang.  pos.).  At  the  command, 


Fie.  205.  —  STAR  OR.  ST.  JUMP  FROM 
STALL-BARS. 


180 


EDUCATIONAL   G YMNA S TI CS 


uThree~*f6urf"  he  swings  himself  off  from  the  bar,  his  hands 
giving  a  strong  push,  and  lands,  in  the  usual  manner,  in  the 
same  place  from  which  he  started.  After  the  first  day,  the 
teacher  omits  the  command,  "  Grrdsp  !  "  and  the  pupil  does  not 
place  his  hands  on  the  bar  until  just  before  he  jumps. 


FIG.  206.  —  INTROD.  TO  VAULTING  :  THE 
MOMENT  BEFOKK  JUMPING. 


FIG.  207.—  INTROD.  TO  VAULTING: 
"  Two."    BAL.  HANG.  Pos. 


Half  Yd.  Gr.  St.  Introd.  to  Vault.  (Fig.  208).  —  The  pupil 
stands  with  his  side  turned  to  the  bar,  and  grasps  it  with  one 
hand  (straight  arm).  At  the  command,  "Sit  up  —  one~tw6 /" 
he  turns  toward  the  bar,  grasps  with  the  other  hand  also,  and 
sits  up  as  in  the  previous  exercise.  When  jumping  down,  he 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


181 


pushes  himself  off  by  the  forward  hand,  so  that  he  lands  in  the 
same  place  and  position  (relative  to  the  bar)  which  he  had 


FIG.  208.  —  HALF  YD.  GR.  ST.  INTROD.  TO  VAULTING.    COMMENCING  AND  FINAL  Pos. 

before  sitting  up.     In  these  two  exercises,  the  bar  is  at  first 
placed  at  hip  height  and  gradually  raised  as  the  pupils  gain 


182  EDUCATIONAL   GYMNASTICS 

proficiency.     As  many  pupils  as  the  bar  will  hold  do  the  move- 
ment at  the  same  time. 

If  the  bar  is  provided  with  saddles  (or  if  there  is  a  vaulting- 
horse  or  box),  the  following  movement  may  be  done : 

Half  Yd.  Gr.  St.  Sit  up  Astride.  —  The  pupil  stands  as  in  the 
previous  exercise,  and  places  his  hand  on  one  pommel  of  the 
saddle.  At  the  command,  "Sit  up  —  one~tw<f!"  he  sits  up 
as  in  the  previous  exercise,  one  hand  on  each  pommel. 
"  Three  !  "  He  swings  the  leg,  which  in  commencing  position 
was  outside,  over  the  pommel,  and  sits  gently  down  in  the 
saddle  as  if  on  horseback  ;  his  legs  and  arms  hang  straight 
down,  and  his  trunk  and  head  are  erect.  At  the  command, 
"  Sit  off — four"* five !"  he  grasps  the  pommel  in  front  of  him 
with  both  hands,  swings  his  legs  backward  and  over  to  the 
side  from  which  he  sat  up;  and,  as  he  lands,  he  grasps  the 
backward  pommel  with  one  hand,  and  faces  the  same  way  as 
he  did  when  sitting  in  the  saddle. 

Introd.  to  Somersault  over  the  Bar  (Fig.  209).  —  The  pupil 
stands  facing  the  bar,  and  sits  up  into  balance  hang,  pos.,  at  the 
command  as  above.  "  Hands  —  turn !  "  He  turns  his  hands, 
one  at  a  time,  so  that  the  thumbs  come  in  front,  the  fingers 
behind.  "Introduction  to  somersault  —  one!  Two!"  .  .  .  1. 
The  pupil  folds  himself  forward  over  the  bar,  so  that  he  hangs, 
head  down,  and  holds  himself  in  this  position  by  means  of  his 
hands  and  thighs;  his  legs  are  bent  at  the  hips  and  knees. 
2.  He  pulls  himself  back  into  balance  hang.  pos.  When  this 
has  been  practised  for  a  day  or  two,  the  somersault  may  be  tried. 

Somersault  over  the   Bar  (Fig.  210).  —  Command,  "Sit  up  — 
one    two!    Hands  —  turn!"   (As  above.)    "Somersault  —  three 
four!"     The  pupil  folds  over  the  bar,  as  in  the  previous  exer- 
cise; and,  turning  his  ,trunk  fully   under  it,  he  lets  his  legs 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


183 


slowly  swing  over  backward  until  they  rest  on  the  floor,  so 
that  he  is  in  stride  fall  hang.  pos.  (Fig.  78).  "Five!"  He 
swings  his  body  forward  from  under  the  bar,  and,  pushing  well 
off  with  his  hands,  he  rises  into  str.  stride  st.  pos.  "  Six  7 " 


FIG.  209. —  INTERMEDIATE  POSITION  OF  SOMERSAULT  OVER  THE  BAR. 

He  takes  fundamental  position.  The  corresponding  arch-flexion 
serves  as  an  introduction  to  this  movement.  The  movement  is 
made  more  difficult  by  placing  the  bar  nearer  the  floor,  until 
finally  there  is  barely  room  for  the  trunk  between  the  bar  and 
the  floor.  When  the  bar  is  low,  the  hands  are  placed  in  turned 
position,  and  the  sitting  up  omitted. 


184 


ED  UCA  TIOXA  L   G  YMNA  S  TICS 


Walk  St.  b  introd.  to  Vaulting.  —  The  pupil  stands  a  full  step 
away  from  the  bar  and  facing  it.  Command,  "  Left  (r.)  foot 
backward  — pldce  !  Sit  up  —  one~tw6  !  "  (At  first  .  .  .  —  "  6ne  ! 
Tw6  !  ")  1.  The  pupil  places  his  left  (r.)  foot  forward,  and 
springs  as  in  "Left  (r.)  foot  forward,  forward  jump!"  2. 
He  lands  on  both  feet,  which  are  put  forcibly  on  the  floor ;  and, 
grasping  the  bar  with  both  hands,  he  sits  up  as  in  the  previous 
exercises.  This  mode  of  giving  the  start  is  called  "double 

start,"  and  is  always  used  in 
vaulting  when  the  start  is 
taken  by  running.  "  Sit  off 
— three"  f6ur ! "  is  done  as  in 
previous  exercises,  except  that 
the  pupil  throws  himself  still 
farther  backward  from  the 
bar.  Later  on,  this  movement 
is  practised  with  two  and  three 
steps'  start. 

Vaulting  bet-ween  the  Pom- 
mels (Fig.  211).  —  The  pupil 
stands  facing  the  saddle  (fixed 
on  the  bar).  At  the  command 
ik  Spring  !  "  he  sits  up  as  in  the  previous  exercise,  one  hand  on 
each  pommel,  swings  his  legs  quickly  forward  between  the 
pommels  ;  and,  when  they  are  well  over  on  the  other  side,  he 
relinquishes  his  grasp,  and  lands  on  the  floor  in  ordinary  man- 
ner. When  practised  for  the  first  time,  the  movement  is  done 
so  that,  after  sitting  up,  the  pupil  swings  his  legs  slowly 
between  the  bars  at  the  command  of  the  teacher.  (A  similar 
movement  is  done  with  the  legs  thrown  outside  the  pommels.) 
Advanced  pupils  may  vault  over  the  bar  (or,  still  better,  the 


FIG.  aio.— SoMEus.vri/r  OVKR  THE  BAH. 


MOVEMENTS   OF  THE   SWEDISH  SYSTEM 


185 


horse)  in  this  manner  without  the  saddles.  In  this  case,  how- 
ever, the  hands  must  leave  the  apparatus  almost  instantly  after 
they  have  grasped.  They  stay  only  long  enough  to  do  the 

forward.   In  absence 


necessary  pulling 
of  saddles,the  move- 
in  ranks  with  "chain 
stance,  ("Open 
ranks,  numbers  two 
(one)  one  step  lack- 
ward  —  march  !  "  ) 
"Numbers  one  (two*) 
chain  s upp ort  — 
stdnd  !  "  The  speci- 
one  foot  forward, 
arms  sideways  until 
"Numbers  two  (one) 
numbers  take  one 
placing  their  hands 
those  in  front  of 
tween  them  over 
just  as  the  move- 
through  saddles, 
not  lock  hands,  as 
catch  his  feet,  and 
do  not  quickly  come 
are  at  hand,  the 
arranged  as  shown 
exercise  which 


ment   may  be  done 
support."      For   in- 


<L 


FIG.  211. —VAULTING  BE- 
TWEEN THE  POMMELS. 


fied  numbers  place 
and  extend  their 
the  hands  touch. 
—  spring  !  "  These 
step  forward,  and, 
on  the  shoulders  of 
them,  they  vault  be- 
their  meeting  hands, 
m e  n  t  is  done 
The  supports  must 
--some  one  might 
-fall,  if  the  hands 
apart.  If  benches 
movement  may  be 
in  Fig.  212.  An 


forms  an  introduc- 
tion to  this  form  of  vaulting  is  the  stoop,  fall.  2  F.  placing 
forward  (see  abdominal  exercises). 

Vaulting  Face  Down  (Fig.  213).  — The  bar  is  put  at  moderate 


186 


EDUCATIONAL   GYMNASTICS 


height  (so  low  that  all  are  easily  able  to  get  over).  The  pupil 
grasps  the  bar  with  both  hands,  fingers  in  front,  thumbs  behind ; 
and  by  jumping  upward,  giving  a  strong  pull  with  his  hands, 
and  throwing  his  legs  to  one  side,  he  swings  himself  over  the 
bar,  turning  his  face  and  whole  front  toward  it.  He  lands  (in 
usual  manner)  with  one  hand  still  holding  the  bar  and  that 
side  turned  to  it.  When  his  legs  are  swung  to  the  right,  he 
should  land  directly  in  front  of  the  left  arm,  so  that  the  latter 


FIG.  212. —  VAULTING  BETWEEN  THE  HANDS. 

is  straight  and  at  right  angles  to  the  bar,  and  vice  versa.  While 
the  legs  pass  the  bar,  the  head  should  be  carried  high,  the  arms 
should  be  straight,  and  the  whole  body  form  a  graceful  curve, 
the  abdomen  being  lower  than  the  feet  and  head.  The  hand 
which  is  to  remain  on  the  bar,  in  order  to  do  so,  has  to  be 
turned  fingers  behind,  thumb  in  front,  just  before  the  landing 
occurs  (as  shown  in  Fig.  213).  If  the  hand  is  already  turned 
in  this  manner  before  the  start,  that  arm  cannot  be  so  well  used 
for  pulling,  the  hand  is  apt  to  slip  off  the  bar  —  which  means 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


187 


accident —  and  the  movement  loses  its  beauty  of  form.  The 
teacher  (or  another  pupil)  should  stand  on  the  other  side  of 
the  bar  ready  to  grasp  the  one  who  vaults,  and  thus  to  prevent 
falls.  To  do  this,  he  stands  close  to  the  bar  and  takes  hold  of 


FIG.  213.  — VAULTING  FACE  DOWN:  SHOWING  HOW  THK  HAND  TURNS  JUST 
BEFORE  LANDING  OCCURS. 

the  pupil's  wrist  with  one  hand  and  with  the  other  grasps  the 
same  arm  from  behind  and  just  below  the  shoulder  ;  he  will 
thus  be  best  able  to  assist  the  pupil  if  need  be.  As  the  pupils 
gain  skill,  the  bar  is  raised  from  time  to  time.  The  movement 


188 


ED  UCA  TIONA  L   G  YMNA  S TICS 


is  also  practised  with  a  short  run  for  start  on  the  same  princi- 
ples as  the  introd.  to  vault,  ("double  start"). 

Vaulting  Face  up,  or  Sit  Over  (Fig.  214).  — This  is  done  on 
the  same  principles,  except  that  as  soon  as  the  feet  leave  the 


FIG.  214. —  VAULTING  FACE  UP.    "Sir  OVEK." 

ground,  the  face  is  turned  in  their  direction  and  the  back 
toward  the  bar ;  the  position  of  the  body  resembles  sitting 
position.  When  the  legs  pass  the  bar,  one  hand  (the  left,  if 
the  legs  are  swung  to  the  left,  and  vice  versa)  leaves  it  and  is 
quickly  swung  behind  the  body,  where  it  grasps  the  bar  close 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM 


189 


by  the  other  hand  (which  is  now  taken  off),  where  it  remains 
until  the  landing,  knee-extension,  and  lowering  of  the  heels 
have  been  done. 

The  vaulting  may  also  be  done  so  that  the  body  faces  the 
same  way  throughout  the  movement.  Finally,  it  may  be  done 
with  180°  turning ;  this  is  executed  like  vaulting  face  down, 
except  that  the  body  keeps  on  turning  in  the  same  direction,  so 
that  when  landing  occurs  it  faces  as  in 
"sit  over."  While  the  body  turns,  the  <XN} 

hands  change  places  on  the  bar.  ^     ?f 

These  forms  of  vaulting  may  be  done 
as  well  on  the  horse 
or  box  or  other  con- 
venient apparatus.  On 
the  horse  (or  box) 
vaulting  may  also  be 
done  lengthwise  (after 
the  manner  of  "leap- 
frog "),  forward  or 
backward,  and  in 
many  other  ways.  To 
prepare  the  vaulting 
lengthwise,  it  is  done 
halfway,  to  stride  sitt. 
pos.,  in  the  saddle,  the  pupil  sitting  off  either  forward  or  to 
the  side.  Vaulting  on  the  horse  is  always  done  with  a  short 
run  for  start. 

Sideways  Vaulting  over  Bar  (Fig.  214).  —  The  pupil  stands 
close  to  the  bar  with  his  side  turned  to  it.  He  grasps  the  bar 
with  one  hand,  swings  the  leg  of  the  same  side  backward,  then 
quickly  forward,  and,  at  the  same  time,  he  jumps  Avith  the  other 


FIG.  ^15.  — 


190 


EDUCATIONAL  GYMNASTICS 


foot  and  swings  that  leg  forward  too,  thus  throwing  himself 
over  the  bar,  both  feet  being  brought  together  as  they  pass  (like 
"sit  over").  Before  landing,  he  changes  hands  on  the  bar,  so 
that  the  one  which  was  outside  supports  him  when  he  lands. 


FIG.  216.  — VAULTING  THROUGH  DOUBLE  BAR,  FACE  UP. 

The  movement  may  be  done  so  that,  instead  of  on  both  feet,  the 
pupil  lands  on  the  outside  foot,  and,  swinging  the  other  leg 
forward,  he  immediately  jumps  back  to  the  other  side  of  the 
bar,  and  continues  in  this  manner  from  side  to  side,  at  the  same 


MOVEMENTS    OF   THE    SWEDISH    SYSTEM 


191 


time  moving  slightly  forward  until  he  reaches  the  end  of  the 
bar. 

Vaulting     through    Double    Bar,  Face     Up    (Fig.-   216).  —  The 


FIG.  217.  —  VAULTING  THROUGH  DOUBLE  BAR,  FACE  DOWN. 

lower  bar  is  put  at  usual  height,  the  upper  one  about  four 
feet  higher.  The  pupil  stands  with  his  side  turned  to  the  bars 
and  his  hand  resting  on  the  lower  one.  Lifting  himself  on  this 


192 


EDUCATIONAL   GYMNASTICS 


hand,  he  now  jumps,  grasps  the  upper  bar  with  his  other  hand, 
swings  his  legs  forward  between  the  bars,  and  lands  on  the 
other  side  with  one  hand  on  the  lower  bar.  In  this  way,  he 


FIG.  218.  —  VAULTING  OVER  THK  UPPKK  BAR. 

jumps  from  side  to  side,  using  the  landing  for  a  new  start  until 
he  reaches  the  other  end. 

Vaulting  through  Double  Bar,  Face  Down  (Fig.  217). — The 
start  is  taken  with  a  short  run,  one  hand  is  placed  on  each  bar, 
and  the  vaulting  is  similar  to  that  over  the  single  bar.  The 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  193 

pupil  may  also  face  straight  forward  throughout  the  movement, 
or  he  may  "  sit  over,"  as  previously  described. 

These  otherwise  easy  movements  are  made  more  difficult  if 
the  bars  are  put  higher,  or  if  they  are  placed  nearer  together. 

Vaulting  over  the  Upper  Bar  (Fig.  218).  —  The  start  is  taken  by 
running.  When  the  pupil  jumps,  he  places  one  hand  on  the  upper 
bar  with  the  fingers  forward,  the  other  hand 
on  the  lower  bar  with  thumb  pointing  forward, 
fingers  backward.  As  soon  as  the  hands  have 
grasped,  he  throws  his  whole  body  to  the  side 
of  the  upper  arm,  and  his  legs  swing  over  the 
upper  bar,  while  he  turns  the  front  side  of  his 
body  to  that  bar.  Pulling  jj 
with  the  upper  hand,  and 
pushing  with  the  lower  one, 
he  tips  himself  backward 
over  the  upper  bar,  to  .; 
which  he  subsequently  re-  IL 
moves  the  lower  hand,  so  <r- 
that  he  comes  into  balance 
hang.  pos.  (Fig.  207).  He  i 
then  sits  off  backward  (as 
described  in  introd.  to 
vault.),  and  places  both 

FIG.  219.  —  VAULTING  WITH  ROPE. 

hands    on   the    lower   bar, 

when  he  lands.  The  bars  must  at  first  be  put  quite  close 
together,  the  upper  one  so  low  that  both  legs  can  at  once  be 
swung  over  it  (not  one  at  a  time  as  if  climbing).  The  move- 
ment is  exceedingly  difficult. 

Vaulting  with  Rope  (Fig.  219).  —  Like  the  movements  on  the 
double  bar,  this  exercise  is  a  heaving-movement  combined  with 


194 


ED UCA  TIONAL   G  YMNA S TICS 


jumping.  If  a  vertical  rope  is  suspended  at  a  convenient  dis- 
tance from  the  bar,  the  latter  is  used  to  jump  over  ;  otherwise 
the  benches  (or  a  horizontal  rope)  may  be  arranged  as  obstacle 
at  a  suitable  distance  (about  three  steps  from  where  the  rope 
hangs).  Let  us  suppose  that  the  pupil  grasps  the  rope  with 
the  right  hand.  He  takes  one  or  two  steps  backward,  stretches 
the  hand  that  holds  the  rope  as  high  up  as  possible,  and 
turns  this  side  toward  the  obstacle.  Now  he  takes  a 
rapid  step  forward  with  the  right 
foot  (Fig.  220),  and  springs  from  the 
ground.  As  soon  as  the  feet  leave 
the  ground,  the  left  hand  grasps  the 
rope  above  the  right  ;  and,  swinging 
his  legs  forward,  he  lets  the  rope  carry 
him  over  the  hurdle,  while  he  hangs 
on  bent  arms.  As  soon  as  his  legs 
pass  the  hurdle,  he  drops  the  rope, 
and  lands  as  in  "  forward  jump." 
This  movement,  like  all  others,  should 
be  practised  equally  to  each  side.  The 
-  higher  the  obstacle,  the  farther  must 

FIG.  220.  -VAULTING  WITH  ROPE:  it  be  distanced  from  the  rope.    If  the 
THE  START.  bar  ig  very  ^^  fae  gtart  ^  taken  by 


running,  and  the  hands  slide  up  on  the    rope  when   the  feet 
leave  the  ground. 

Somersault  with  Support  of  the  Hands  (Fig.  221).  —  Although 
this  movement  is  very  violent,  it  may  be  safely  tried  by  far 
advanced  pupils.  When  practised  for  the  first  time,  it  is  best 
done  on  the  saddles,  the  bar  being  placed  near  the  floor.  The 
pupil  places  one  hand  on  each  pommel,  swings  his  legs  back- 
ward and  up  ;  and,  keeping  his  arms  straight,  he  turns  a  somer- 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  195 


sault.     Before  landing,  he  pushes  well  off  from  the  saddle  with 
liis  hands,  and  lets  go  his  grasp  of   the  pommels.     A  pupil 


FIG.  221.  —  SOMERSAULT  WITH  SUPPORT  OF  THK  HANDS. 

should  stand  in  front  of  each  pommel,  and  give  the  necessary 
assistance  by  grasping  the  vaulter  around  the  waist  and  under 


196 


EDUCATIONAL   GYMNASTICS 


the  shoulder  (compare  Fig.  222).  After  some  practice,  no  help 
is  needed,  although  a  pupil  should  always  stand  on  the  other 
side  of  the  bar,  so  that  accidents  may 
not  occur.  The  movement  is  also  done 
with  a  run  for  start. 

Later  on  the  somersault  may  be  exe- 
cuted over  the  vaulting-box.  As  a 
preparatory  exercise,  the  pupil  stands 
on  the  box,  | 
and,  placing 
his  hands 

-  near  the  edge, 
turns  a  som- 

-  ersault,     and 
lands  on   the 

while 

two  other  pupils  assist  him  (Fig. 
222).  As  soon  as  this  can  be  done 
with  ease,  the  somersault  is  turned 
first  across  (Fig.  223),  then  length- 
wise (Fig.  224)  over  the  box,  the 
start  always  taken  with  a  short  run. 
At  first  two  pupils  give  assistance, 
and  stand  in  a  position  which 
enables  them  to  grasp  the  one  who 
vaults  (Fig.  225).  Later  on,  they 
give  no  assistance,  except  at  the 
landing,  or  when  necessary  to  pre- 

FlG.  223.  —  SOMERSAL'I.T   ACROSS  THE 

vent  accident.     The  somersault  may         BOX  WITH  ASSISTANCE. 

be   turned   either  with    utmost   speed,    or   so    that   the   pupil 

stands  balancing  on  his  hands  for   a   moment,   and   then   lets 


FIG.   222.  —  SOMKRSAULT  FROM 

Box  WITH  ASSISTANCE.          floor, 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


197 


his  legs  gradually  "  weigh  over."    Exercises  preparatory  to  som- 
ersaults are  deep  arch-flexions,  reverse  stoop  fall,  pos.,  etc.,  etc. 


FIG.  224.  —  SOMERSAULT  LENGTHWISE  OVER  THE  Box. 

There  are  many  other  forms  of  vaulting,  like  pole-vaulting, 
various  movements  on  the    horse,   etc., 
which    are    used    more    or   less    for   ad-       <rl 
vanced  classes,  but  which  it  is  not  neces-         v*sv— -^ 
sary  to  describe  here, 
the      most      common 
forms,  as  given  above, 
furnishing  a  sufficient 
variety    to    last    for 
many  years  of  prac- 
tice. 

A    complete    table 
of    exercises    should 
contain  both  jumping 
and  vaulting;  the  jumping  is  usually  made  to  come  after  the 
vaulting    and    immediately   before    the    respiratory   exercises. 


FIG.  225. —  How  TO  STAND  READY  TO  ASSIST  ONE  WHO 
is  TO  TURN  SOMERSAULT  OVER  THE  Box. 


Teacher  counts,  "One!  .  .  .  Five!' 


198  EDUCATIONAL   GYMNASTICS 

Advanced  classes  may  have  several  exercises  of  each  kind 
in  every  lesson.  Yet  it  should  be  understood  that  no  vaulting 
is  to  be  tried  until  the  main  forms  of  jumping  have  been  thor- 
oughly practised. 

Progressive  arrangement  of  jumping  and  vaulting  exercises : 

1.  Prep,  to  Jump.    Teacher  counts,  "One!  .  .  .  Four!" 

2.  Upw.  Jump. 

3.  90°  Upw.  Jump. 

4.  Forw.  Jump. 

5.  Sirtew.  Jump. 

6.  2  A.  Fling.  Upw.  Jump. 

7.  2  A.  and  L.  Fling.  Upw.  Jump. 

8.  Forw.  Jump,  One  Step's  Start     > 

9.  Forw.  Jump,  Three  Steps'  Start  j  Teacher  counts,  "  One  /  .  .  .  FlVe!" 

10.  Forw.  Jump,  1  (2,  3)  Step's  Start.     Command,  "Start!    Four!    Five  I 

11.  Jump  down  from  Bench.    Teacher  counts  all  the  parts. 

12.  90"  Forw.  Jump,  1  (2,  3)  Step's  Start.     "Start !     Four!    Five  ! '' 
13  (  Jump  over  Rope  (length  or  height)  w.  3  Steps'  Start. 

'  1  Prep,  to  Jump.    Command,  "Start .'" 
M  <  Reach  Gr.  St.  Introd.  to  Vault. 
'  |  Jump  over  Rope ;  teacher  tells  which  foot  is  to  give  the  final  start. 

j  X  Yd.  Gr.  St.  Introd.  to  Vault. 
°' I  Uj,w.  Jump.  "Start!  Fioe!" 
^  i  Prep,  to  Vault,  through  Double  Bar. 

'/ Forw.  Jump.     "Start!    Five!" 
17  f  Vault.  Lengthwise  through  Double  Bar,  Face  Up. 
'  1  Twice  Upw.  Jump. 

C  (Introd.  to  Somersault  over  the  Bar.) 
18.  ^  Somersault  over  the  Bar. 

1 90"  Twice  Upw.  Jump. 
19  (  Vault,  betw.  the  Pommels. 

'  |  Jumping  fr.  Bench,  90°  Turn  at  Landing. 
2Q  (  Vault.  Double  Bar,  Face  Down. 
'  |  Jumping  over  Rope  with  90°  Turn. 
i  Vault,  on  Horse  (box)  to  Stride  Pos. 
j  180°  Upw.  Jump. 
02  j  Vault,  with  Rope. 

,         '  j  Twice  Sideways  ("  To  the  Left  and  Right ")  Jump. 
.      23  (  Vault.  Bar,  Face  Down  ;  later,  Face  Up. 
"  '  I  180°  Twice  Upw.  Jump. 

24  f  Vault.  Lengthwise  over  Horse. 

'  |  Star  Gr.  #  St.  Jump.  fr.  Stall-Bars. 

25  |  (V,  Yd.  Gr.  St.)  Sidew.  Vault,  over  Bar. 
'  \  Jumping  Rope,  Increased  Height. 

gg  (  Vault.  Bar,  Face  Down  with  180°  Turn. 
(  Jumping  Rope,  Increased  Distance. 


MOVEMENTS   OF  THE  SWEDISH  SYSTEM  199 

Repetition  of  the  various  forms  of  vaulting  the  bar,  with  a  short  run  for  start; 
the  height  increasing  as  well  as  the  distance  jumped. 
Vaulting  over  the  upper  bar. 

Vaulting  the  horse  backward  and  in  other  complicated  ways. 
Somersault  on  saddle. 
Somersault  on  vaulting-box,  etc.,  etc. 


RESPIRATORY  EXERCISES. 

Respiratory  exercises  are  given  to  lessen  the  heart-beat,  and 
to  make  the  breathing  less  labored.  They  consist  of  deep 
respiration,  aided  by  various  movements  of  the  arms,  in  rhythm 
with  the  respiratory  act,  the  arm-movement  helping  to  expand 
the  chest  at  every  inhalation,  and  contracting  it  at  exhalation. 
By  changing  the  movements  of  the  arms,  the  chief  effect  of  the 
exercise  can  be  tolerably  well  directed  to  whatever  part  of  the 
thorax  (lungs)  may  be  desired.  If  any  change  in  rhythm  is 
desirable,  inhalation  should  be  done  quickly,  exhalation  slowly  ; 
for,  whereas  quick  exhalation  may  cause  dilatation  of  the  heart, 
quick  inhalation  is  an  aid  to  the  heart's  action  [on  account  of 
the  negative  pressure  —  less  than  one  atmosphere  —  on  the 
organs  outside  the  lungs  (the  heart,  the  vena  cava,  etc.)].  As 
for  the  much-praised  rule  of  inflating  the  lungs  to  their  utmost 
capacity,  and  holding  the  breath  for  a  certain  length  of  time 
before  exhaling,  it  is  most  pernicious.  "  It  makes  your  chest 
grow  larger,"  say  its  advocates.  True,  but  that  enlargement 
is  gained  by  sacrificing  the  elasticity  of  the  air-cells,  which  is 
a  pathological  condition  known  as  emphyssema.  The  method, 
popular  with  some,  of  beating  their  own  chests  during  deep 
respiration,  or  while  a  large  amount  of  air  is  confined  in  the 
lungs,  is  equally  bad.  For,  although  percussion  applied  by 
another  person  (yet  never  when  the  patient  holds  his  breath) 
is  most  beneficial  (the  vibration  thus  caused  increasing  the  con- 


200  EDUCATIONAL   GYMNASTICS 

tractility  of  the  air-cells),  it  is  at  best  of  no  value  when 
applied  by  one's  self;  for,  to  give  the  blows,  you  have  to  fix  the 
muscles  which  hold  the  arms  to  the  trunk:  and  when  these 
muscles  are  made  rigid,  while  the  arms  are  raised  forward,  they 
compress  the  chest  (which  interferes  with  free  respiration),  and 
make  its  walls  too  rigid  to  vibrate.  As  for  applying  percussion, 
while  you  hold  your  breath  after  deep  inhalation,  that  is  the 
very  best  means  of  distending  the  air-cells,  —  the  same  as  you 
distend  an  air-filled  rubber  ball  by  squeezing  it. 

To  increase  the  effect  of  the  respiratory  exercises,  the  move- 
ment of  the  arms  may  be  combined  with  a  leg-movement  (to 
accelerate  the  arterial  current  into  the  legs,  by  the  activity  of 
the  muscles  of  the  latter),  or  with  a  trunk-movement  (to 
increase  the  chest  expansion).  Inhaling  should  always  take 
place  through  the  nose,  so  that  the  air  may  be  sifted  and  free 
from  dust  when  entering  the  lungs ;  whereas  exhaling  may  be 
done  through  the  mouth,  although  it  is  preferable  to  do  that 
also  through  the  nose. 

When  an  exercise  is  to  be  respiratory,  the  words  "  with  respi- 
ration "  should  always  precede  the  command  for  the  arm-move- 
ment ;  and,  this  being  understood,  they  will  not  be  repeated  in 
the  following  descriptions. 

St.  2  A.  Elev.  Sidew.  —  Command,  "  Arms  sideways  — lift !  " 
The  arms  are  lifted  straight  sideways  into  yard  pos.  (Fig.  82, 
p.  90).  "  Sink  !  "  The  arms  are  lowered  into  fundamental  posi- 
tion. After  the  movement  is  understood  by  all,  it  is  better  to 
command,  "Arm-elevation  sideways  —  6ne  !  Two  /  "  .  .  .  Inhale 
while  the  arms  rise,  exhale  while  they  are  lowered.  The  move- 
ment raises  the  whole  chest,  thus  expanding  it  upward.  It  may 
also  be  done  with  heel-elevation. 

St.  2   A.  Elev.  Sidew.  w.  Heel-elev.  —  Command,  "  Arm-eleva- 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  201 

tion  sideways  ivith  heel-elevation  —  tine!  Two!"  ...  1.  Arms 
and  heels  rise.  2.  They  are  again  lowered. 

Yard  St.  d  2  A.  Elev.  —  Command,  "  Arms  sideways  —  lift  ! 
Hands  — turn  !  (Fig.  141,  p.  128.)  Arm-elevation  —  one  !  Two  !  " 
...  1.  The  arms  are  raised  into  str.  pos.  2.  They  resume  yd.  d 
pos.  Inhale  while  the  arms  rise,  exhale  while  they  are  lowered. 
The  movement  expands  the  lateral  parts  of  the  chest,  while  it 
slightly  contracts  the  superior  anterior  (clavicular)  region. 
The  greatest  expansion  being  at  the  base  of  the  lungs,  a  sort 
of  "  abdominal  breathing  "  occurs.  The  movement  is  always 
done  with  even  rhythm. 

On  the  same  principles  are  executed : 

(  Turn  st. 

7     Turn  stride  st. 

Yard  d-{  \-2  A.  elev. 

Turn  fallout  st.  <i 


(  Fallout  st.  b 

In  the  fallout  st.  positions,  the  trunk  should  be  erect ;  hence, 
command,  "  Left  (r.)  foot,  large  step,  backward  —  place  !  "  etc. 

Yard  d  St.  2  A.  Elev.  w.  Heel-elev.  is  done  on  the  same  princi- 
ples as  2  A.  elev.  sidew.  w.  heel-elev. 

Yard  d  Toe  St.  2  A.  Elev.  w.  2  Kn.  Flex. —  Command  for 
commencing  position,  "  Arms  sideivays  —  lift !  Hands  — 
turn!  Heels  —  lift!"  and  for  the  movement,  "Arm-elevation 
with  knee-flexion  —  one!  Two!"  ...  1.  The  arms  rise  into 
str.  pos.,  while  the  knees  bend  to  right  angles  (inhalation). 
2.  Commencing  (yd.  d  toe  st.)  position  is  resumed  (exhala- 
tion). 

St.  2  A.  Elev.  Sidew.  Upw.  —  Command,  "  Arm-elevation  side- 
ways upward — one  I  Two!""  ...  1.  The  arms  are  raised 
through  yard  pos.  into  str.  pos.  2.  They  are  lowered  sideways 
downward,  and  carried  as  far  backward  as  possible.  The  turn- 


202  EDUCATIONAL   GYMNASTICS 

ing  of  the  hands  is  done  gradually  both  when  the  arms  are 
raised,  and  when  they  are  lowered. 

St.  2  A.  Blev.  Sidew.  Upw.  w.  Heel-elev.  —  The  heel-elevation 
begins  just  before  the  rising  arms  reach  str.  pos.,  and  the  lower- 
ing of  the  heels  as  soon  as  the  sinking  arms  have  passed  yd.  pos. 
Command,  etc.,  on  the  same  principles  as  previous  movements. 

St.  2  A.  Elev.  Sidew.  Upw.  w.  2  Kn.  Flex.  —  Command,  "Arm- 
elevation  sideways  upward  with  knee-flexion  —  one!  .  .  .  Four!" 

1.  The  arms  are  raised  into  yd.  pos.,  while  the  heels  are  lifted. 

2.  The  arms  rise  into  str.  pos.,  while  the  knees  bend  to  right 
angles.     3.  The  arms  are  lowered  into  yd.  d  pos.,  while  the 
knees   are   straightened.      4.  The   arms   sink   into   fund,  pos., 
while  the  heels  are  lowered.     After  a  day  or  two  of  practice, 
the  movement  is  done  in  two  counts  instead  of  four.     This  is 
the  true  form  of  the  movement ;  and  inhalation  is  done  while 
the  arms  rise  ("  6m  !  "),  exhalation  while  they  sink  (kt  Two  !  "). 

St.  2  A.  Elev.  Forw.  Upw.  (Fig.  226).  —  Command,  "Arms 
forward  upward  —  lift  !  "  The  arms  are  lifted  straight  forward 
upward  through  reach  pos.  into  str.  pos.  ^'Sideways  downward 
—  sink  !  "  The  arms  are  lowered  through  yd.  pos.  into  fund, 
pos.  When  the  arms  are  raised  forward  upward,  the  chest 
becomes  vaulted  forward  and  raised  upward ;  it  becomes  no 
wider,  but  its  capacity  grows  larger  in  a  vertical  direction. 
The  following  movements  are  done  on  the  same  principles : 

Turn  fallout  st.  a        ~j 

Fallout  st.  b  (.2  A.  elev.  forw.  upw. 

Toe  sup.  fallout  st.  b  \ 

The  arm-movement  may  also  be  combined  with  heel-eleva- 
tion : 

St.  2  A.  Elev.  Forw.  Upw.  w.  Heel-elev.,  the  heels  being  raised 
just  before  the  arms  get  into  str.  pos.,  and  lowered  just  before 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


203 


the  arms  reach  fund.  pos.  Command  and  execution  are,  in 
other  respects,  similar  to  the  movement  just  described.  The 
arm-movement  may  also  be  combined  with  a  trunk-rotation : 

St.  2  A.  Elev.  Forw.  TTpw.  w.  T.  Rot.  —  Command,  "Arm- 
elevation  forward  upward,  with  trunk-rotation  to  the  left  (r.) 
and  right  (7.)  —  one  /  .  .  .  Four ! "  1.  While  the  trunk  is 
rotated  to  the  left  (r.),  the  arms  are  raised  (inhalation).  2. 
While  the  trunk  is  rotated  forward,  the 
arms  are  lowered  (exhalation).  3.  As 
No.  1  to  the  opposite  side.  4.  As  No.  2. 
The  movement  may  be  done  from  st.,  close 
st,  or  stride  st.  pos.  In  rotated  position, 
the  chest  is  more  expanded  than  when 
facing  forward ;  hence  this  movement  is 
stronger  than  the  corresponding  one  with- 
out rotation. 

St.  2  A.  Ext.  Sidew.  —  The  usual  2  A. 
ext.  may  be  made  into  a  respiratory  exer- 
cise, if  inhalation  is  done  when  the  arms 
extend,  exhalation  when  they  bend,  the 
arm-movement  following  the  rhythm  of 
deep  respiration.  But  to  get  the  most 
chest-expansion  out  of  this  movement,  the  palms  of  the  hands 
should  be  turned  up  as  in  yd.  d  pos.  (Fig.  134,  p.  123),  for  in 
this  position  the  tendon  of  the  pectoralis  major  muscle  is  pulled 
backward  and  partly  wound  around  the  huments  ;  the  tension 
thus  caused  in  the  muscle  elevates  the  sternum  and  pulls  the 
upper  ribs  apart,  thus  expanding  the  chest.  Hence,  a  better 
respiratory  exercise  is  the 

St.  2  A.  Ext.  to  Yd.  d  Pos.  (Fig.  134,  p.  123).  —  Command, 
"  With  palms  up,  arm-extension  sideways  —  one  !     Two  !  "  .  .  . 


FIG.  226.  —  ST.  2  A.  ELEV. 
Fouw.  UPW. 


204 


EDUCATIONAL   GYMNASTICS 


FIG.  227.  — STR.  ARCH  SUP.  STRIDE  ST. 
2  A.  EXT.  UPW. 


The  movement  is  done  slowly  ;  and  the  flexion  is  not  as  rigid 
nor  as  complete  as  in  the  rapid  2  A.  ext.,  the  elbows  not  being 

brought  close  to  the  waist. 

Str.  Arch  Sup.  Stride  St.  2  A. 
Ext.  Upw.  (Fig.  227).  —  The  bar 
is  placed  below  hip-height,  and 
(to  the  teacher's  command)  the 
pupil  takes  str.  stride  st.  pos., 
and  bends  backward  to  horizontal 
position  over  the  bar,  so  that  it 
goes  across  the  middle  of  his 
back,  allowing  him  to  rest  there. 
When  the  bar  is  low  the  pupil  has 

to  bend  his  knees.    "Arm-extension  upward  slowly  —  one  !  Two  !  " 

.   .   .    The  arms   bend   only  to  yard   e  pos. 

(Fig.  137,  p.  125).     Inhalation  is  done  when 

the  arms  extend  upward.     In  the  backward 

flexion,  the  chest  becomes  forcibly  vaulted, 

and  the  effect  of  the  arm-extension  is  thus 

increased.     The   position    would   accelerate 

the    heart-beat,   if    the    trunk 

were  not  supported  by  the  bar. 
Yard    St.    2    A.    Fling.    (Fig. 

135,     p.     124).  —  Command, 

"  Arms  forward  bend  and  side-     ~f 

ways  fling  —  one!   Two"!"-.  .  . 

Inhalation  takes  place  while  the  FlG-  **•  -  YARD  «  TURN  FALLOUT  ST.  a  POS. 

arms  are  quickly  extended,  exhalation  while  they  are  bent  with 

moderate  speed.     This  movement  expands  the  clavicular  region 

of  the  chest  (broadens  it),  a  portion  usually  abnormally  flat  in 

persons   not   possessing   physical    culture.     The   apex    of    the 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM 


205 


lungs  becomes  enlarged  and  invigorated.     The   movement   is 
used  a  great  deal  and  for  a  long  time  for  beginners,  since  it 
develops  just  that  part  of  the  chest  where  they  are  the  most 
hollow.     On  the  same  principles,  the  following  are  done : 
Turn  fallout  at.  a  (Fig.  228) 


Yard  a 


Fallout  st.  b  (Fig.  229) 


2  A.  fling. 


Turn  st.  or  stride  st. 

Yard  Walking  2  A.  Fling.  —  Command,  "  With  arm  forward 
flexion  and  sideways  flinging,  forward  march  —  one!  Two! 
ThrSe /"  .  .  . 
1.  Left  foot  moves 
a  step  forward, 
while  the  arms  are 
placed  in  yard  a 
pos.  2.  The  arms 
remain  in  this  posi- 
tion while  the  right 
foot  takes  a  step 
forward.  3.  The 
left  foot  moves  for- 
ward while  the 
arms  extend,  and 
so  on  as  far  as  the 
size  of  the  room 
will  aUow.  The 
marching  is  neces- 
sarily slow,  but  yet  determined  and  in  good  posture.  The 
effect  of  the  arm-flinging,  of  restoring  free  respiration,  is  thus 
combined  with  that  of  slow  marching,  —  mechanical  propulsion 
of  the  blood  into  the  legs,  without  increasing  the  heart's  action. 

Yard  Arch  St.  2  A.  Fling.   (Fig.   230).  —  Command,  "Arms' 


FIG.  229. —  YARD  c  FALLOUT  ST.  6  Pos. 


206 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


—  one!    Tiv6 


forward  —  bend!  Slightly,  trunk  backward — bend!'1  The 
trunk  (and  head)  is  bent  a  little  backward.  "Arm-flinging  — 
6ne !  Two ! "  .  .  .  The  trunk  being  bent  backward,  the  chest 
is  more  expanded  than  in  the  st.  fund.  pos.  The  movement 
may  be  combined  with  a  leg-movement : 

Yard  Arch  Walk  St.  b  2  A.  Fling,  w.  Ch.  of  F.  —  Command, 
"  Arms  sideways  lift  and  left  (r.)  foot  forward — place  !  Trunk, 
slightly,  backward  —  bend  !  Arm-flinging  with  change  of  feet 
.  .  1.  The  arms  are  bent,  and  the  forward 
foot  placed  beside  the  backward  one  (Fig. 
230).  2.  The  arms  extend,  while  the  other 
foot  is  placed  forward  into  walk  st.  b  pos. 
The  trunk-flexion  becomes  deeper,  when  one 
foot  is  in  front  of  the  other,  than  when  the 
heels  are  held  together.  The  2  A.  fling, 
should  first  be  practised  in  walk  st.  b  pos. 
with  change  of  feet,  then  in  arch  walk  st.  b 
pos.  without  change  of  feet,  and  finally  as 
just  described.  In  its  complete  form  it  is 
a  very  powerful  exercise. 
FIG. 230. -YARD « ARCH  st.  2  A.  Circ. —  Command,  "Arms  sideways 

ST.  Pos. 

—  stretch  !  Arm  circumduction  —  start  !  " 
The  arms  remain  straight,  and  move  so  that  the  hands  describe 
a  small  circuit  upward  backward,  downward  forward.  Inhala- 
tion takes  place,  while  the  arms  move  upward  backward, 
exhalation  while  downward  forward,  the  movement  of  the 
arms  following  the  rhythm  of  slow  respiration.  The  move- 
ment should  be  communicated  through  the  whole  chest  as 
much  as  possible,  the  shoulders  rising  with  the  arms,  etc.  Care 
should  be  taken  not  to  move  the  arms  too  far  forward.  The 
movement  is  continued  until  the  teacher  commands,  "  St6p  !  " 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  207 

On  the  same  principles  are  executed : 
(  Arch  st.  ^ 

Yard  c  <  Turn  st.  }  2  A.  circ. 

I  Turn  stride  st.  j 

For  advanced  classes,  when  the  jumping  and  vaulting  exer- 
cises become  more  violent  or  numerous,  it  is  often  necessary  to 
give  two  respiratory  exercises  at  the  end  of  the  lesson.  These 
are  then  made  as  different  as  possible  ;  for  instance,  one  is  a 
"2  A.  fling.,  the  other  a  2  A.  elev.,  the  commencing  position  of 
each  differing  from  that  of  the  other.  Moreover,  a  complete 
table  of  exercises  usually  begins  with  an  easy  respiratory  exer- 
cise, which  lias  been  done  on  some  previous  occasion.  For, 
although  the  oxygen  inhaled  is  not  turned  to  muscular  work 
in  the  same  lesson,  yet  it  is  a  good  plan  to  furnish  a  storage  of 
it  for  future  use,  since  a  lesson  in  gymnastics  will  exhaust  much 
of  the  supply  already  present.  Furthermore,  a  respiratory 
exercise  may  be  applied  any  time  during  a  lesson,  when  the 
teacher  deems  it  necessary. 

Progressive  arrangement  of  respiratory  exercises  : 

1.  St.  2  A.  Ext.  Sidew.  18.  Yd.  Turn  St.  2  A.  Fling. 

2.  Yd.  a  St.  2  A.  Fling.  19-  Yd.  d  Fallout  St.  b  2  A.  Elev. 

3.  St.  2  A.  Elev.  Sidew.  20.  Yd.  Turn  St.  2  A.  Circ. 

4.  St.  2  A.  Ext.  to  Yd.  </  Pos.  21.  Close  St.  2  A.  Elev.  w.  T.  Eot. 

5.  Yd.  d  St.  2  A.  Elev.  22.  Yd.  Turn  Stride  St.  2  A.  Fling. 

6.  St.  2  A.  Elev.  Forw.  Upw.  23.  Yd.  d  Turn  St.  2  A.  Elev. 

7.  St.  2  A.  Circ.  24.  Yd.  Turn  Fallout  St.  a  2  A.  Fling. 

8.  St.  2  A.  Elev.  Sidew.  Upw.  25.  Yd.  Turn  Stride  St.  2  A.  Circ. 

'.».  Yd.  Walk  St.  6  2  A.  Fling,  w.  Ch.  of  F.  2(i.  Toe  Sup.   Fallout  St.  b  2  A.  Elev. 

10.  St.  2  A.  Elev.  Sidew.  w.  Heel-elev.  Forw.  Upw. 

11.  Yd.  d  St.  2  A.  Elev.  w.  Heel-elev.         27.  Yd.  d  Turn  Stride  St.  2  A.  Elev. 

12.  Yd.  Fallout  St.  6  2  A.  Fling.  28.  Yd.  Arch  St.  2  A.  Fling. 

13.  St.  2  A.  Elev.  Forw.  Upw.  w.  Heel-     29.  Stride  St.  2  A.  Elev.  w.  T.  Rot. 

elev.  30.  Yd.  d  Turn  Fallout  St.  a  2  A.  Elev. 

14.  St.  2  A.  Elev.  Sidew.  Upw.  w.  Heel-    31.  Yd.  Arch  St.  2  A.  Circ. 

elev.  32.  Yd.  Arch  Walk  St.  b  2  A.  Fling  w. 

15.  Yd.  d  Toe  St.  2  A.  Elev.  w.  2  Kn.  Flex.  Ch.  of  F. 

16.  Yd.  Walking  2  A.  Fling.  33.  Str.  Arch  Sup.  Stride  St.  2  A.  Ext. 

17.  Fallout  St.  6  2  A.  Elev.  Forw.  Upw.  Upw. 


208  EDUCATIONAL   GYMNASTICS 

It  should  be  remembered  that  the  respiratory  exercises  are 
of  so  varied  a  nature  that  an  absolute  progression  can  hardly  be 
made,  since  it  is  difficult,  if  at  all  possible,  to  compare  two 
movements  of  different  character. 

RULES  FOR  MAKING  TABLES  OF  EXERCISES. 

One  of  the  most  difficult  duties  of  a  teacher  of  gymnastics 
is  that  of  making  out  tables  of  exercises  —  and  every  teacher  is 
expected  to  make  his  own.  He  should  proceed  in  a  manner 
somewhat  after  the  following  : 

First  cut  a  number  of  papers  ("  cards  "),  each  large  enough 
to  hold  the  names  of  from  nine  to  fifteen  exercises  written  under 
each  other.  Number  each  card.  Each  slip  of  paper  is  intended 
to  hold  one  table  of  exercises  ;  and  twenty-four  of  them  will 
suffice  ;  for,  counting  the  winter  season  (during  which  the  exer- 
cises are  usually  taken)  as  six  or  seven  months,  twenty-four 
tables  of  exercises  will  be  enough  to  last  throughout  the  season, 
since  one  table  is  to  be  used  for  a  week  at  a  time  (besides,  legal 
holidays  and  other  intermissions  must  be  counted  out).  Next 
estimate  the  nominal  average  of  physical  development  of  the 
class.  To  do  this,  there  must  be  taken  into  consideration  the 
individualities  of  age,  sex,  strength,  nationality,  etc.,  etc.  After 
making  this,  fill  in  the  exercises  on  the  u  cards  "  on  the  follow- 
ing plan :  for  instance,  take  the  shoulder-blade  movements. 
Look  at  the  progressive  table  of  these  exercises,  as  given  in 
this  book, :  and  estimate  about  how  far  the  class  in  question  will 
be  able  to  proceed  in  these  exercises.  Let  us  suppose  exercise 
No.  15  to  be  considered  the  limit  of  the  progress  in  one  year ; 
write  this  exercise  down  in  the  proper  place  on  card  No.  24, 

1  These  progressive  tables  for  each  class  of  movements  form  one  of  the  features 
of  this  hand-book  which  make  it  differ  from  all  previous  works  on  Swedish  Gym- 
nastics, not  only  in  English,  but  in  other  languages  as  well. 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  209 

and  then  spread  the  other  fourteen  exercises  over  the  remaining 
twenty-three  cards,  letting  the  difficult  movements  appear  twice 
or  more.  In  the  same  manner,  treat  all  the  other  classes  of 
exercises,  taking  into  consideration  what  apparatus  there  is  at 
hand,  what  time  is  allotted  to  each  lesson,  how  many  lessons  a 
week  there  are  to  be,  etc.,  etc.  In  this  way,  the  teacher  "  con- 
structs "  a  set  of  tables  suitable  for  the  class  in  question ;  and, 
in  the  course  of  his  work,  he  should  try  to  follow  the  tables  as 
closely  as  possible  ;  yet  he  must  be  prepared  to  make  whatever 
alterations  circumstances  render  necessary.  For  example,  he 
may  find  it  expedient  to  keep  one  exercise  through  a  greater 
number  of  tables  than  he  had  at  first  planned  ;  or  he  may  have 
to  postpone  a  movement  on  account  of  its  producing  too  many 
faults,  etc.,  etc.  For,  a  set  of  tables  that  may  have  suited  one 
class  of  pupils  may  not  always  suit  another,  even  though  the 
scholars  be  of  about  the  same  age  and  average  development ; 
nor  can  one  teacher  always  accomplish  exactly  what  another 
would  under  the  same  conditions,  even  if  he  uses  precisely  the 
same  tables  of  exercises  ;  for  there  is  just  as  much  individuality 
in  teachers  as  in  pupils  —  where  one  has  succeeded  another  will 
fail,  and  vice  versa.  For  this  reason,  the  tables  printed  at  the 
end  of  this  book  must  be  considered  only  as  samples,  and  not 
as  regulation  tables  to  be  mechanically  followed.  An  inexperi- 
enced teacher  may  begin  by  using  these  tables  as  they  are  writ- 
ten, but  he  will  soon  be  competent  to  make  his  own  and  thus 
to  put  his  individuality  into  the  work,  greatly  to  his  advantage. 
For,  a  teacher  of  gymnastics  will  be  just  as  unsuccessful  as  any 
other  teacher,  if  he  makes  himself  into  a  machine. 

If  apparatus  is  at  hand,  each  table  should  contain  :  (1)  Intro- 
ductions. (2)  Arch-flexions.  (3)  Heaving-movements.  (4) 
Balance-movements.  (5)  Shoulder-blade  movements.  (6)  Ab- 


210  EDUCATIONAL   GYMNASTICS 

dortiinal  exercises.  (7)  Lateral  trunk-movements.  (8)  Slow 
leg-movements.  (9)  Jumping  and  vaulting.  (10)  Respiratory 
exercises,  in  the  order  enumerated.  The  first  few  tables,  which 
for  beginners  must  be  very  simple,  naturally  cannot  contain  all 
these  classes ;  thus  it  will  not  be  until  the  seventh  or  eighth 
table  that  the  order  can  be  strictly  followed  ;  and,  on  rare  occa- 
sions, deviations  from  the  rule  may  be  made  according  to  the 
teacher's  judgment. 

As  the  work  progresses,  various  additions  may  be  made  to 
the  tables.  Thus,  for  introductions,  may  be  used  resp.  exers., 
Leg-movs.,  A.-exts.,  lateral  T.-movs.,  and  exercises  for  atten- 
tion and  rhythm,  one  or  more  of  each  kind  in  every  table,  these 
being  chosen  from  exercises  which  have  been  done  before. 
Moreover,  another  heaving-movement  may  be  added  just  after 
the  slow  leg-movements ;  several  jumping  and  vaulting  exer- 
cises may  be  placed  in  the  same  table  ;  two  or  more  lateral 
trunk-movements  (as  different  as  possible)  may  be  used,  etc., 
etc. ;  so  that  a  lesson  for  an  advanced  class  may  contain  as 
many  as  twenty  different  exercises,  whereas  one  for  beginners 
should  have  only  six  or  seven. 

If  no  apparatus  is  at  hand,  some  kinds  of  exercises  (heaving- 
movements,  vaulting,  etc.)  have  to  be  entirely  omitted,  and 
others  will  have  to  be  used  as  substitutes.  This  somewhat 
changes  the  order  of  exercises  in  each  table,  and  two  or  more 
of  the  same  class  have  to  be  applied  in  the  same  lesson.  These 
should  then  be  placed  as  far  apart,  and  made  as  different  in 
character,  as  possible.  Under  such  circumstances,  the  free- 
standing arch-flexions  may  be  placed  in  the  middle  of  the  table, 
and  on  each  side  of  them  leg-movements,  lateral  trunk-move- 
ments, shoulder-blade  movements,  etc.  In  a  schoolroom  where 
for  some  reason  the  teacher  is  not  allowed  to  use  the  chairs  and 


MOVEMENTS  OF  THE  SWEDISH  SYSTEM  211 

desks  as  apparatus,  the  tables  have  to  be  made  out  according  to 
the  plan  just  described. 

If  the  exercises  are  to  be  taken  between  the  recitations  for  a 
period  of  about  five  minutes,  more  or  less,  there  will  not  be  time 
for  more  than  a  leg-movement,  a  2  A.  ext.,  an  arch-flexion,  and 
a  lateral  trunk-movement,  or  four  or  five  other  exercises  chosen 
according  to  the  needs  of  the  class.  This  arrangement  may  do 
for  very  small  children  (six  or  seven  years  of  age),  but  for  all 
others  it  is  of  small  value,  even  though  it  be  better  than  no 
exercise  at  all.  To  have  any  lasting  effects,  the  gymnastic 
exercises  should  occupy  at  least  half  an  hour  a  clay.  And  it 
would  be  strange  if  that  much  time  could  not  be  easily  spared 
from  the  theoretical  exercises  for  the  sake  of  the  physical  wel- 
fare of  the  school-children.  The  fact  is,  that  this  uloss"  of 
time  would  be  an  everlasting  gain,  inasmuch  as  the  mind  is 
capable  of  more  and  of  better  work,  if  it  dwells  in  a  healthy  — 
a  well-balanced — body.  In  the  history  of  man,  the  fact  stands 
out  in  bold  relief,  that  a  race,  mentally  gifted  or  physically 
developed,  has  survived,  only  if  its  representatives  were  physi- 
cally stronger  than  their  competitors ;  whereas,  a  physically 
degenerated  race,  no  matter  how  brilliantly  endowed  otherwise, 
soon  ceases  to  hold  the  lead  in  culture  and  civilization.  The 
histories  of  the  ancient  peoples  all  bear  witness  to  this. 

Marching  and  running  should  be  applied  in  every  lesson,  if 
the  room  admits  of  such  exercises.  They  are  best  put  in  the 
middle  of  the  table,  just  after  the  shoulder-blade  movements 
(or,  if  two  shoulder-blade  movements  are  used,  between  the 
two)  ;  and  they  should  be  immediately  followed  by  a  slow  leg- 
movement  or  a  respiratory  exercise,  whenever  the  teacher  deems 
it  necessary.  If  possible,  the  marching  and  running  should 
always  take  place  out-of-doors  (in  the  school-yard,  in  the  yard 


212  EDUCATIONAL   GYMNASTICS 

connected  with  the  gymnasium,  etc.).  partly  because  there  is 
more  space,  but  especially  because  there  is  more  air,  more 
oxygen. 

When  tables  are  made  out  for  advanced  pupils,  —  those  who 
have  practised  gymnastics  for  several  years.  —  it  is  not  safe  to 
begin  at  once  with  heavy  exercises,  even  though  they  have 
been  done  before.  If  there  has  been  a  month  or  more  of  rest 
before  the  lessons  begin,  the  first  few  tables  should  have  an 
introductory  character;  but  the  progression  may  instead  be 
made  more  rapid.  Each  step  forward  in  the  various  classes  of 
exercises  is  made  longer ;  and  every  exercise,  previously  prac- 
tised and  now  repeated,  should  be  done  to  utmost  perfection. 
In  this  way  each  movement  may,  from  year  to  year,  in  a 
measure  serve  as  its  own  progression. 

It  is  desirable  that  the  teacher,  before  beginning  the  lesson, 
should  make  himself  so  familiar  with  the  table  of  exercises  he 
is  going  to  use,  that  he  knows  it  by  heart.  A  teacher  who  has 
many  different  classes,  however,  could  not  well  commit  to 
memory  all  the  tables ;  for  that  reason  he  may  carry  a  memo- 
randum of  tables  written  on  small  cards  (the  size  of  a  visiting- 
card),  which  he  can  easily  hold  in  his  open  hand,  and  yet  use 
that  hand  to  correct  or  to  illustrate  a  movement.  He  should 
take  care,  however,  not  to  consult  these  cards  too  often,  as  he 
is  expected  to  have  his  eyes  on  the  class  almost  incessantly,  so 
that  attention  and  discipline  may  not  become  slackened. 


PART    III 
APPENDIX 


APPENDIX 


MEDICO-GYMNASTIC  EXERCISES  USED  IN  EDUCATIONAL  GYMNASTICS. 

IN  every  class  pupils  will  be  found  who,  through  deformity 
or  unusually  poor  development,  are  unable  to  proceed  as  rap- 
idly as  the  others.  To  enable  these  to  keep  with  the  class,  and 
to  prevent  them  from  checking  the  progress  of  the  others,  — 
since  none  are  to  be  excused  from  gymnastics,  except  on  account 
of  incurable  deformity  or  organic  disease,  which  would  be 
aggravated  by  exercise,  —  the  teacher  resorts  to  movements  of 
a  stronger  and  more  corrective  character,  which  he  can  apply 
individually  to  those  especially  needing  them.  These  exercises 
are  borrowed  from  medical  gymnastics,  and  hence  are  to  be 
considered  as  an  appendix  to  educational  gymnastics.  Only 
the  simplest  and  most  common  forms  will  be  described,  since  it 
requires  a  special  education  to  intelligently  apply  medical 
gymnastics  —  a  knowledge  that  cannot  be  obtained  by  merely 
reading  about  the  subject,  and  which  cannot  be  expected  in  the 
average  teacher  of  gymnastics. 

Round  Shoulders.  —  When  the  shoulder-blade  movements  fail 
to  accomplish  their  object,  the  teacher  applies  the  following 
exercise  :  The  pupil  stands  facing  the  teacher  with  his  arms  in 
yard  pos.,  the  palms  of  the  hands  turned  forward.  The  teacher 
(in  walk  st.  b  pos.),  standing  close  to  the  pupil,  grasps  the 
latter' s  arms  near  the  hands  (over  grasp,  if  the  pupil  is  small ; 
under  grasp,  if  he  is  tall),  and  pulls  them  forward  into  reach 


216 


ED  UCA  TIONA  L   G  YMNA  S TICS 


pos.  under  a  moderate  resistance.  The  pupil  moves  his  arms 
back  into  yard  pos.  under  resistance  from  the  teacher;  and, 
when  the  limit  of  voluntary  motion  is  reached,  the  teacher 
presses  the  arms  just  a  little  farther  backward.  The  movement, 
which  is  repeated  five  or  six  times,  should  be  done  evenly  and 
not  by  little  starts  and  pushes ;  and  the  teacher  should  see  that 
the  pupil  maintains  good  posture  all  through  it.  The  exercise 
is  called  yd.  st.  resistive  A.  add.  and  abd.  (Fig.  231).  As  the 
pupil  gains  strength,  the  commencing 
position  should  be  made  more  diffi- 
cult,  forw.  lying,  stoop  st.,  fallout  st. 

*>  and  foot  Sr-  fallout  st-  b  (Fig-  232) 
positions  being  used  in  the  order  enu- 
merated. If  the  pupil  cannot  well 
maintain  the  standing  position,  he  may 
sit  while  doing  the  movement;  and, 
instead  of  stoop  st.  pos.,  the  corre- 
sponding sitting  position  (Fig.  233) 
may  be  used. 

Drooping  Head.  —  If  the  free-stand- 
ing head-flexions,  etc.,  are  not  suffi- 
cient to  make  the  head  stay  in  good 
erect  posture,  the  following  move- 
ment is  applied:  The  pupil  stands  facing  the  teacher,  who 
places  his  hands,  one  upon  the  other,  behind  and  against  the 
pupil's  head  (Fig.  234),  letting  his  forearms  rest  on  the 
anterior  part  of  the  pupil's  shoulders.  The  pupil  bends  his 
head  forward  and  then  backward  as  far  as  it  will  go,  the 
teacher  offering  a  moderate  resistance  against  the  backward 
flexion,  thus  bringing  the  muscles  of  the  neck  into  stronger 
activity.  When  the  head  bends  backward,  the  chin  should  be 


FIG.  231.  — YARD  ST.  2  A.  ADD. 
AND  ABD. 


APPENDIX 


217 


FIG.   232.  — YARD  FOOT  GR.  FALLOUT  ST.  6  2  A.  ADD.  AND  ABD. 


FIG.  233.— STOOP  SITT.  A.  ABD.  AND  ADD.  FIG.  234.  — ST.  NECK  FLEX. 


218  EDUCATIONAL   GYMNASTICS 

drawn  in,  for  then  the  insertion  (gymnastically  speaking)  or 
origin  (anatomically  speaking)  of  the  sterno-cleido-mastoid 
muscle  is  move'd  backward,  and  a  tension  is  produced  in  this 
muscle  which  causes  an  elevation  of  the  superior  part  of  the 
sternum.  Thus  the  exercise  not  only  corrects  the  posture  of 
the  head,  but  it  also  tends  to  expand  the  chest.  The  movement 
is  repeated  five  or  six  times  in  succession.  The  reach  gr.  st. 
pos.  may  also  be  used  as  commencing  pos. ;  the  teacher  then 
stands  on  one  side  of  the  pupil,  steadies  him  with  one  hand, 
and  resists  the  neck-flexion  with  the  other.  The  movement 
may  also  be  taken  in  a  stoop  fall  pos.,  obtained  from  the  reach 
gr.  st.  pos.  by  moving  the  hands  a  few  bars  downward  and  the 
feet  backward  on  the  floor  (or  on  a  bench  or  other  elevation), 
the  position  growing  in  strength  as  it  comes  nearer  to  horizon- 
tal stoop  fall.  pos.  When  done  in  stoop  fall,  pos.,  the  exercise 
has  a  far  more  extended  effect ;  for  now  it  is  also  an  abdominal 
exercise,  a  good  posture  calling  for  strong  contraction  of  the 
abdominal  walls,  which  contraction  must  increase  as  the  head 
bends  backward,  or  the  position  is  lost.  As  a  drooping  head  is 
usually  accompanied  by  a  protruding  abdomen,  the  stoop  falling 
neck-flex,  is  very  effective  in  correcting  not  only  the  head  but 
the  general  posture  as  well.  Besides,  this  exercise  reaches 
farther  down  the  spine,  and  is  more  efficacious  in  straightening 
the  upper  part  of  it.  When  the  stoop  falling  position  is  nearly 
horizontal,  the  teacher  gives  the  pupil  a  slight  support  by  one 
hand  placed  under  the  latter's  abdomen,  the  other  hand  resist- 
ing the  neck-flexion  (Fig.  235). 

It  has  been  proposed  that  this  exercise  be  done  by  the  pupil 
himself  making  resistance  against  his  own  movement,  with  his 
hands  locked  behind  his  head.  The  effect  of  such  a  method  is 
to  strengthen  some  of  the  muscles  of  the  arm ;  but  for  invigo- 


APPENDIX 


219 


rating  the  muscles  of  the  neck,  it  is  absolutely  worthless.  The 
whole  procedure  forcibly  reminds  us  of  how  the  famous  Baron 
Miinchausen  pulled  himself  and  horse  out  of  a  swamp  by 
taking  hold  of  his  own  "pigtail,"  and  by  that  means  lifting 
himself  and  horse  until  they  reached  firm  land. 

Flat  Chest.  —  This  is  best  corrected  by  heaving-movements 


FIG.  235.  — STOOP  FALL.  XECK.-FLKX. 

and  respiratory  exercises ;  if,  however,  it  is  desirable  to  hasten 
the  effect,  the  following  exercises  can  be  used : 

1.  Wg.  St.  Heel-elev.  w.  Chest  Expansion.  —  The  pupil  takes 
"  hips  firm."  Standing  behind  him,  the  teacher  takes  hold  of 
his  elbows ;  and,  while  the  pupil  rises  on  tip-toe  and  inhales, 
the  teacher  pulls  his  elbows  backward  as  far  as  possible  without 
tipping  him  backward.  In  this  way  the  chest  becomes  forcibly 
(and  passively)  expanded,  so  that  it  can  hold  more  of  the 


220 


ED UCA  TIONAL   G  YMNASTICS 


in-rushing  air.  The  pupil  exhales,  and  lowers  his  heels,  while 
the  teacher  lets  the  elbows  resume  commencing  position.  The 
movement  is  repeated  from  five  to  ten  times.  It  is  best  to 
use  the  command,  "  Heel-elevation  with  respiration  —  6ne  I 
Two!"  .  .  . 

2.  Str.    Gr.    St.    Chest     Expansion    (Fig.    236).  —  The     pupil 
stands  close  to  the  stall-bars,  with  his  back  turned  to  them,  and 

t  grasps  as  high  as  he  can  reach  without  rising  on  tip-toe. 
N  The  teacher  stands  in  front  of  him,  and,  bracing  himself 
with  one  foot  against  the  bars,  he  applies 
both  hands  to  the  pupil's  back  (between 
the  shoulders).  By  letting  his  hands 
slide  downward  and  forward,  he  pulls 
the  pupil's  trunk  forward  into  arch  pos., 
and  in  so  doing  lifts  his  heels  from  the 
floor.  During  this  operation,  the  pupil 
inhales  ;  and  he  exhales  as  the  teacher 
lets  him  fall  gently  back  into  commenc- 
ing position.  The  movement  extends  the 
whole  front  of  the  body,  and  vaults  the 
chest  forward.  If  vertical  poles  (whose 
lower  ends  are  fixed)  are  at  hand,  the 
pupil  takes  str.  gr.  st.  pos.  between  them  ;  and,  standing 
behind,  the  teacher  pushes  the  pupil's  thorax  forward  and 
upward  with  one  hand  applied  in  the  middle  of  the  back  just 
under  the  shoulder-blades  (Fig.  237).  When  done  in  this  man- 
ner, the  movement  gives  a  little  more  elevation  to  the  chest 
than  is  attained  when  the  stall-bars  are  used.  A  narrow  door- 
way will  answer  the  purpose  of  vertical  poles. 

3.  Reach  Lying  Chest  Expansion  (Fig.  238).  —  The  pupil  lies 
face  up  011  a  bench  (or  other  elevation)  and  places  his  arms 


FIG.  236.-  STK.  GR.  ST.  CHEST 
EXPANSION. 


APPENDIX 


221 


in  reach  pos.     The  teacher,  standing  behind,  grasps  the  arms 

around  the  wrists  and  pulls  them  backward  into  str.  pos.  while 

the   pupil   inhales,   and  pushes   them   forward  into 

reach  pos.   while    he    exhales.      The    movement  — 

which  is  repeated  six  or  eight  times 

—  expands    the  lateral  parts  of  the 

chest  and  vaults   it  upward.      The 

effect  is  increased,  if  the  pupil  makes 

a  slight  resistance  while  his  arms  are 

being  pulled  backward. 

Lordosis.  —  By  this  name  we  un- 
derstand that  condition  of  the  spine 
where  the  lumbar  region  is  too  much 
convexed  (forward)  and  the  pelvis 
tipped  forward  in  proportion.  It  is 
caused  by  weakness  of  the  muscles 
of  the  abdomen  and  upper  front 
leg,  or  (although  rarely)  by  weakness  of  the  extensors  of 
the  back.  The  chief  aim  of  specialized  exercise  should  be  to 
jfr.  strengthen  the  muscles  of  the  ab- 

domen and  upper  leg.     If    this   is 
not   achieved  by   the    ordinary  ab- 
dominal    exercises 
(and  movements  in 
crook  hang,  and  cr. 
st.  positions),  the 
following   move- 
ment  may    be    ap- 

Fio.  238.  —  REACH  LYING  CHEST  EXPANSION.  nlied  ' 

Str.    Gr.    Ly.    2     L.    Elev.    w.    Resist.  —  The    pupil    takes    the 
stretch  grasp  lying  position,  and  raises  his  legs  as  high  as  he 


FIG.  237.  —  STR.  GR.  ST.  CHEST 
EXPANSION. 


222  EDUCATIONAL   GYMNASTICS 

can  (Fig.  156,  p.  139),  while  the  teacher  makes  a  slight  resist- 
ance against  this  movement  by  grasping  the  rising  legs  around 
the  ankles  with  one  hand  and  with  the  other  exerting  a  gentle 
pressure  on  the  abdomen.  The  teacher  presses  the  legs  back 
into  commencing  position,  while  the  pupil  makes  a  slight  resist- 
ance. The  movement  (which  is  repeated  three  or  four  times) 
brings  into  strong  contraction  the  muscles  of  the  abdomen  and 
upper  leg. 

As  for  such  deformities  as  lateral  curvature,  we  advise  the 
teacher  to  leave  them  alone  unless  he  has  had  special  instruc- 
tion in  the  application  of  "  Swedish  movements  "  to  such  cases. 
A  child  having  lateral  curvature  or  other  serious  deformities 
should  not  exercise  in  a  class  with  healthy  children,  but  should 
be  sent  to  the  medico-gymnastic  specialist  for  treatment ;  thus, 
a  teacher  will  hardly  have  occasion  to  do  anything  in  such  cases. 

RULES  FOE  MEASURING  PUPILS. 

One  of  the  features  of  a  modern  gymnasium  is  the  measuring 
of  the  pupils  at  the  beginning  and  at  the  end  of  every  working 
year,  so  as  to  observe  what  development  each  individual  has 
gained — i.e.,  to  measure  the  value  of  the  methods  used  in  apply- 
ing the  exercises.  To  make  such  measurements  on  each  pupil  in 
a  large  school  would  be  an  absurd  waste  of  useful  time  ;  for  the 
human  body  during  childhood  yields  so  readily  to  slight  impres- 
sions, and  radical  changes  take  place  so  fast,  that  the  measure- 
ments can  be  of  but  little  value  in  serving  as  statistics  for  the 
teacher  to  judge  of  his  own  work.  Moreover,  gymnastics  in 
schools  must  be  essentially  class  work,  and  the  children  will,  as 
a  rule,  be  grouped  together  according  to  age  or  size  ;  and  indi- 
vidualization  can  be  done  only  to  a  very  slight  extent ;  hence 
the  teacher  could  have  but  little  use  for  the  measurements 


APPENDIX  223 

towards  supplying  individual  exercises.  In  gymnasiums  where 
individual  work  is  a  distinctive  feature — gymnasiums  for  grown 
persons  —  the  conditions  are  a  little  different;  for  here  the 
teacher  is  expected  to  give  each  pupil  a  separate  set  of  exer- 
cises suited  to  his  particular  development  (or  lack  of  it), 
and  to  do  so  the  teacher  must  measure  each  individual  and 
make  his  prescriptions  accordingly,  the  figures  received  at 
the  beginning  of  the  course  telling  what  should  be  done, 
those  at  the  end  what  has  been  done.  Thus  it  will  be  seen 
that  the  figures  are  still  for  the  teacher,  —  not .  for  the 
pupil,  —  although  he  may  show  them  to  the  pupil,  if  he  so 
desires. 

The  records  of  these  measurements  taken  on  grown  persons 
should  be  kept  by  the  teacher,  so  that,  with  these  as  a  standard 
he  can  make  the  necessary  improvements  in  the  system  of  gym- 
nastics which  he  uses.  Moreover,  they  will  furnish  coming 
scientists  with  the  necessary  statistics  for  their  study  of  the 
evolution  of  man,  etc. 

Since  Man  is  himself  the  unit  by  which  his  development 
should  be  measured,  some  measure  —  usually  the  height  — 
should  be  taken  as  a  unit,  and  all  the  others  compared  to  this 
and  recorded  in  fractions  (percentage)  thereof.  This  is  the 
only  way  in  which  we  can  be  able  to  judge  concerning  the  har- 
mony of  the  development ;  for  we  may  now  compare  these 
figures  to  a  standard  table  of  measurements  prepared  by  taking 
the  average  of  a  great  number  of  measurements  made  on  well- 
proportioned  bodies.  For  ease  of  calculation  and  in  conformity 
with  progressive  ideas,  all  measurements  should  be  taken  accord- 
ing to  the  metric  system. 

To  measure  every  part  of  the  body  would  be  a  waste  of 
time  ;  for,  if  a  few  of  the  important  parts  are  measured,  the 


224  EDUCATIONAL   GYMNASTICS 

figures  will  give  a  fair  estimate  of  the  general  development. 
Parts  to  be  measured  are  : 

1.  The  height  of  the  whole  body. 

2.  The  width  of  the  chest,  taken  on  a  level  with  the  nipples, 
just  in  front  of  and  close  to  the  arms  when  they  are  hanging 
straight  down. 

3.  The  depth  of  the  chest,  taken  on  a  level  with  the  nipples, 
the  arms  of  the  caliper  being  on  a  level. 

4.  The  circumference  of  the  chest,  also  taken  on  a  level  with 
the  nipples.      Two  measures  are   taken :    one  with  the  chest 
inflated,  the  other  after  exhalation.     The  tape-measure  should 
be  placed  horizontally  around  the  chest. 

5.  The  shoulder  width,  taken  outside  the  acromion,  so  that 
the  caliper  touches  this  bone. 

6.  The  waist.  —  The  circumference  is  measured  in  the  nar- 
rowest place. 

7.  The  width  of  the  hips.  —  The  pupil  is  in  close  st.  pos. 
while  the  measure  is  taken  between  the  most  protruding  points 
of  the  hips  —  the  greater  trochanters  of  the  femurs. 

8.  The  inside  length  of   the  leg  from  the  perineum  to  the 
ground,  the  feet  being  slightly  apart  and  the  body  carried  by 
both  legs  equally.     On  women,  the  outside  length  of  the  leg 
from  the  greater  trochanter  to  the  ground  is  taken  instead.     If 
the  legs  are  of  unequal  length,  a  note  is  made  of  this. 

9.  The  length  of  each  arm  from  the  acromion  to  the  tip  of  the 
middle  finger. 

Furthermore,  the  pupil's  weight  and  age  are  recorded. 


APPENDIX 


225 


X 

5 

|      Years. 

? 

Months. 

I 

First 

< 

Last 

Ji 

First 

I 

Last 

First 

| 

Last 

o 

First 

|              | 

1 

Last 

Month. 

First 

1 

I       P 

E 

Last 

5* 

First 
Last 

=  EL? 

§ 

\ 

First 

| 

£    == 

Last 

=•    = 

g 

First 

III 

Last 

3 

First 
Last 

f-l 

o" 
2. 

First 

€ 

~Z  3 

Last 

2 

0 

First 

1 

I 

Last 

Montll. 

First 

K 
§ 

Outside  length 
of 
Arms. 

Last 

| 

First 

r 

Last 

P3 
H 

g 

S 

ED  UCA  TIONA L   G  YMNA  S  TICS 


The  following  chart,  extracted  from  a  similar  one  published 
in  a  text-book  on  Anatomy  by  Prof.  T.  Hartelius  (Stockholm, 
1884),  may  serve  as  a  standard  for  comparison.  The  figures 
represent  an  average  of  numerous  measurements  taken  by  Prof. 
Carl  Cm-man  on  living  models  and  on  antique  statuary. 


HEIGHT  =100. 

AVERAGE  PHYSICAL  DEVELOPMENT,  WHEN 

Han. 

Woman 

Child. 

THE  BODY   IS  COMPARED  TO  ITSELF. 

About 

About 

25  years  old. 

'f>  years 

1  vear 

old. 

old. 

Height  of  the  head  above  the  chin  (measured  from  the 

top  of  the  skull  to  under  the  chin)  13.6 

14.0 

19.0 

22.5 

Height  of  the  head  above  the  top  of  the  sternum  (from 

the  top  of  the  skull)     

17.5 

17.6 

21.5 

25.5 

Height  of  the  head  above  the  acromion     

17.7 

18.2 

21.0 

25.0 

Height  of  the  head  above  the  inferior  end  of  the  sternum, 

27.5 

28.5 

31.5 

36.5 

Height  of  the  head  above  the  crest  of  the  ilium    .... 

41.5 

42.5 

47.5 

53.0 

Height  of  the  acroinion  above  the  greater  trochantcr    .    .       W.O 

:to.o 

32.0 

33  5 

Length    of    the    arm    from   ucromion   to  tip  of    middle 

finger  

45.5 

44.0 

42.0 

41.5 

Length  of  the  arm  from  acromion  to  the  middle  of  the 

elbow  

20.0 

19.0 

18.0 

18.0 

Length  of  the  forearm  from  the  elbow  to  the  middle  of 

the  wrist      .     .     .     .     •     

14.5 

14.0 

12.5 

12.0 

Length  of  the  leg  from  the  ground  to  the  crest  of  the 
ilium   

58.5 

58.0 

53.0 

46  5 

Length  of  the  leg  from  the  ground  to  the  perineum  .    .    . 

47.5 

40.0 

35.0 

Length  of  the  leg  from  the  ground  to  the  middle  of  the 

ptitellH 

28.5 

28.0 

26.5 

24.0 

Height  of  the  foot  from  the  ground  to  the  inside  malleolus, 

5.0 

5.0 

5.0 

5.2 

Height  of  the  foot  from  the  ground  to  the  outside  malleolus, 

4.0 

4.0 

4.2 

4.5 

Length  of  the  foot  from  the  heel  to  the  tip  of  the  big  toe, 

15.5 

15.0 

15.8 

15.2 

The  width  of  the  head  between  the  parietal  eminences     . 

9.0 

9.2 

13.0 

18.0 

The  depth  of  the  head  from  the  forehead  to  the  occiput    . 

11.5 

11.8 

17.0 

22.0 

Diameter  of  the  neck 

6.5 

6.5 

_ 

_ 

Shoulder  width  from  acromion  to  acromion  

23.0 

21.5 

22.0 

25.0 

Width  of  the  chest  (on  a  level  with  the  nipples)    .... 

17.5 

16.0 

17.0 

21.0 

Depth  of  the  chest  (on  a  level  with  the  nipples)    .... 

10.5 

10.0 

12.0 

16.0 

Width  of  the  hips  (over  the  greater  trochanters)  .... 

19.5 

21.0 

18.0 

23.0 

Width  of  the  thigh  at  the  middle 

8.3 

8.7 

_ 

m 

Width  of  the  leg  at  the  middle  of  the  calf         

7.0 

6.8 

_ 

_ 

Width  of  the  foot  across  the  metatarsal-phalangeal  articu- 

lations    . 

5.7 

5.3 

5.5 

6.5 

Width  of  the  arm  across  the  middle  of  biceps  

5.4 

5.0 

Width  of  the  forearm  across  its  thickest  part   

5.9 

5.5 

_ 

_ 

Width    of  the  hand   across   the    metacarpal-phalangeal 

articulations    .    .              .... 

5.0 

4.5 

5.0 

6.0 

APPENDIX 


227 


PREPARATORY  SWIMMING  EXERCISES. 

Swimming  is  an  accomplishment  that  every  one  should  pos- 
sess, not  only  because  some  day  one  may  save  his  own  life  or 
that  of  another,  if  he  be  a  skilled  swimmer,  but  also  because 
the  art  is  worth  learning  for  the  sake  of  the  exercise  itself, 
which  is  undoubtedly  one  of  the  best  for  the  •  promotion  of 
physical  development.  In  the  summer,  the  heat  usually  pre- 
vents gymnastic  exercises  from  being  practised  to  any  great 
extent,  while  swimming  will  furnish  both  exercise  and  recrea- 
tion, without  adding  the  discomfort  of  excessive  heat.  To 
know  how  to  keep 
one's  self  afloat,  one 
need  only  be  familiar 
with  the  movements 
which  constitute  swim- 
ming, and  have 
sciousness  of  their 
efficacy. 

Consequently,  the  best  plan  for  acquiring  the  art  is  to  learn 
the  swimming  movements  on  terra  firma  so  thoroughly  that  we 
do  them  unconsciously  when  we  go  into  the  water  ;  and  chil- 
dren may  be  most  easily  given  this  practice,  if  the  swimming 
movements  are  brought  in  as  part  of  educational  gymnastics. 

The  exercises  are  described  in  accordance  with  the  plan  fol- 
lowed in  "  G-ymnastiska  Dagofningar"  by  C.  H.  Liedbeck,  from 
which  hand-book  they  are  borrowed. 

St.  Introd.  to  A.  Swim.  w.  even  Counts  (Fig.  239).  —  Com- 
mand, "  Arms  forward  —  bend  !  Arm  sivim  —  one  !  Two  ! 
Three  !  ".  .  .  1.  The  hands  are  brought  so  far  forward  that  the 
fingers  touch,  the  palms  facing  slightly  outward.  2.  The  arms 


228 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


are  stretched,  forward,  the  hands  still  touching  and  facing  as 
before.  3.  The  straight  arms  are  moved  sideways  into  yd.  pos., 
while  the  palms  of  the  hands  are  turned  backward.  The  arms 
are  horizontal  throughout  the  movement. 

Stoop    St.    Introd.    to    A.   Swim.  w.   even    Counts.  —  The    exer- 

cise  is  done  as  the  previous 
one,  the  arms  being  hori- 
zontal throughout  the  move- 
ment. 

Stoop  St.  Introd.  to  A. 
Swim.  w.  uneven  Counts.  — 
This  is  done  in  a  like  man- 
ner, except  that  the  rhythm 
is  changed,  the  first  two 
motions  being  done  quickly, 
and  immediately  following 
Ji,  each  other,  the  third  motion 
being  slow.  The  command 
is,  .  .  .  ^  Arm  xwim  — 
one*tw6l!  Three!"  .  .  . 
These  exercises  may  be 
brought  in  among  shoulder- 
blade  movements. 
Lying  Introd.  to  L.  Swim.  w.  even  Counts  (compare  Fig.  240). 
—  The  pupil  is  lying  face  up  on  a  bench  with  neck  firm.  Com- 
mand, "  Leg  stvim  —one!  Two!  Three!"  ...  1.  With  heels 
held  together,  the  pupil  draws  his  legs  up  as  far  as  he  can, 
knees  and  hips  bending,  and  the  feet  bent  upward.  2.  Separat- 
ing the  feet,  and  extending  the  insteps,  the  pupil  stretches  his 
legs  sideways  into  stride  pos.  3.  The  straight  legs  are  brought 
together  into  commencing  position. 


FIG.  240.  —  HANG.  INTROD.  TO  L.  SWIM. 
a,  "ONE!"  6,  "Two!"  c,  "THKEK!" 


APPENDIX  229 

Lying  Introd.  to  L.  Swim.  w.  uneven  Counts.  —  This  is  as  just 
described,  except  that  the  rhythm  is  changed,  the  command 
being,  .  .  .  "  onetwt !  Three!"  .  .  . 

These  movements  may  be  used  as  abdominal  exercises.  They 
may  also  be  done  in  hanging  position  (Fig.  240)  (under  hang, 
or  over  gr.  hang),  and  are  then  easy  heaving-movements. 
They  may  also  be  done  in  forward  lying  position,  the  pupil 
grasping  the  stall-bars,  or  his  hands  being  held  by  another 
pupil. 

Str.  Forw.  Lying  Pos.  (Fig.  241). — The  pupil  is  lying  face 
down  on  the  floor  (on  a  piece  of  carpet  used  for  the  occa- 
sion, or  lengthwise  on  a 
bench).  Command,  "In 
position  —  one !  Two ! " 
.  .  .  1.  The  pupil  swings 
his  arms  up  into  str.  pos., 

and    arches    his    body    SO  FIG.  241. -STR.  FOEW.  LYING  Pos. 

that  the  feet  leave  the  floor.  2.  He  resumes  commencing 
position.  At  first  the  position  may  be  taken  with  hips 
firm  instead  of  arms  upward  stretch,  so  as  to  teach  the 
pupil  how  to  arch  the  body.  The  movement  is  a  shoulder- 
blade  movement. 

Forw.  Ly.  A.  and  L.  Swim.  —  The  pupil  is  lying  across  a  bench 
(covered  by  a  cushion,  if  one  is  at  hand).  Command.  "Arm 
and  leg  swim  —  on<Ttw6 !  Three  ! "  .  .  .  The  movements  of  the 
arms  and  legs  are  combined  and  executed  on  the  same  princi- 
ples as  above.  The  exercise  is  very  exhausting,  and  can  be 
practised  only  for  a  few  moments  at  a  time  ;  for  instance,  three 
or  four  strokes  are  done,  and  then  follows  a  short  rest  before 
the  movement  is  repeated. 


230 


ED  UCA  TIONA L   G  YMNA  S  TICS 


The  progression  of  these  exercises  is  as  follows  : 

1.  St.  Introd.  to  A.  Swim.  w.  even  counts.  5.  Stoop  St.  Introd.  to  A.  Swim.  w.  un- 

2.  Ly.  Introd.  to  L.  Swim.  w.  even  counts.  even  counts. 

3.  Str.  Forw.  Ly.  Pos.  H.  Ly.  Introd.  to  L.  Swim  w.  uneven 

4.  Stoop    St.   Introd.   to    A.    Swim   w.  .     counts. 

even  counts.  7.  Forw.  Ly.  A.  and  L.  Swim. 

These  exercises  are  best  practised  in  connection  with  gymnas- 
tics, just  before  the  bathing  season  commences.  The  move- 
ments may  then  be  arranged  to  occupy  two  weeks  of  daily 
practice,  and  may  be  applied  according  to  the  following  chart 
(by  Liedbeck)  : 


Number  of  day    .     .    .  |    1,    2,    3. 

4. 

5. 

6.          7,    8. 

I 

<J. 

10,  11,  12. 

Number  of  exercise    .  •.    1,    'J,    3. 

I/-',  3,  4. 

2,  3,  4. 

2,3,4,5.   3,5,6. 

5,  f>,  7. 

7. 

The  number  of  exercise  refers  to  the  progressive  list  just 
given. 

After  the  swimming  movements  have  been  practised  thus, 
swimming  may  be  safely  tried  in  shallow  water,  with  the  aid 
of  a  girdle  held  by  the  teacher,  or  by  some  other  method,  the 
descriptions  of  which  do  not  belong  here. 


PHYSIOLOGICAL  EFFECTS  OF  EXERCISE. 

On  the  Lungs.  —  Every  muscular  exertion  is  involuntarily 
preceded  by  an  increased  inhalation,  Nature  thus  providing  an 
increased  supply  of  oxygen  to  substitute  that  which  is  used  up 
by  the  muscular  contraction  ;  in  other  words,  exercise  induces 
respiration  ;  and,  proportionately  to  the  force  used  in  the  exer- 
tion, it  also  accelerates  the  respiratory  act.  In  consequence 
of  this,  the  pulmonary  circulation  becomes  accelerated,  and  the 
quantity  of  air  inhaled  and  of  carbon  dioxide  exhaled  is  greatly 


APPENDIX  231 

increased.  The  elimination  of  water  through  the  lungs  also 
increases  in  proportion  to  the  exertion. 

Dr.  Edward  Smith's  experiments  ("  Parkes'  Practical  Hy- 
giene ")  are  interesting.  He  found  that  if  the  quantity  of  air 
inhaled  in  the  lying  position  was  taken  as  unit,  that  inhaled  in 
sitting  position  was  1.18  ;  in  standing  position,  1.33 ;  walking 
1  mile  an  hour.  1.90  ;  walking  4  miles  an  hour,  5.00  ;  and  walk- 
ing 6  miles  an  hour,  7.00,  etc.  Or,  in  other  words,  if  a  man  at 
rest  inhales  480  cubic  inches  of  air  per  minute,  while  walking  4 
miles  an  hour  he  inhales  2400  cubic  inches,  and  while  running 
6  miles  an  hour  3300  cubic  inches.  The  carbon  dioxide  exhaled 
is  increased  in  proportion. 

Both  the  active  muscle  and  the  one  at  rest  absorb  oxygen 
and  give  off  carbon  dioxide,  the  absorption  of  oxygen  and 
exhalation  of  carbon  dioxide  in  the  contracting  muscle  being 
about  twice  as  great  as  in  the  resting  one  ( Beclard,  Helmholz, 
etc.).  If  the  carbon  dioxide  were  not  rapidly  carried  off  by 
the  blood  and  eliminated  from  the  body,  the  muscles  would 
soon  become  unable  to  work.  For  it  has  been  proved  that,  if 
the  pulmonary  circulation  and  the  exhalation  of  carbon  dioxide 
are  impeded,  muscular  exertion  soon  becomes  impossible.  Thus, 
to  insure  proper  elimination  of  carbon  from  the  body,  it  is  neces- 
sary that  muscular  exercise  take  place  ;  and  when  it  cannot,  the 
supply  of  carbon  (carboniferous  food)  must  be  lessened,  if  the 
body  is  to  remain  healthy. 

Although  respiration  under  ordinary  circumstances  is  an 
entirely  mechanical  action,  yet  it  may  be  controlled  by  the 
will,  and  the  latter  also  governs  the  respiration  unconsciously, 
since  every  act  of  volition  will  cause  it  to  be  hastened.  This 
is  true  whether  the  effort  be  physical  or  psychical.  Respiration 
is  also  influenced  by  temperature,  the  respiratory  act  becoming 


232  EDUCATIONAL   GYMNASTICS 

deeper  in  the  same  degree  as  the  body  loses  heat ;  and,  reversely, 
the  temperature  of  the  body  will  rise  as  respiration  becomes 
deeper  (prolonged  respiratory  exercises,  etc.). 

Since  oxygen  is  one  of  the  chief  power-producing  elements  in 
the  body,  it  can  be  said  that  to  be  strong  —  capable  of  much 
work  —  good  breathing  capacity  is  of  greater  value  than  mus- 
cular strength ;  for  the  former  gives  one  the  quality  of  endur- 
ance or  ability  to  persevere,  which  is  the  key-note  to  success  in 
the  struggle  for  the  survival  of  the  fittest. 

Whereas  properly  guided  exercise  will  strengthen  and  develop 
the  breathing  apparatus,  lack  of  exercise  will  weaken  the  lungs 
and  may  even  lead  to  tuberculosis  and  allied  diseases.  On  the 
other  hand,  excessive  exercise  may  cause  pulmonary  congestion 
and  even  hemorrhage  from  the  lungs. 

From  these  facts  we  gather  the  following  rules  to  be  observed 
during  exercise : 

(1)  The  respiratory  organs  must  be  allowed  perfect  freedom 
of  motion  :   no  tight  clothing  (corsets  !)  should  be  used ;  and 
any  exercise  which  compresses  the  chest  or  interferes  with  free 
respiration  is  to  be  avoided. 

(2)  Since  the  elimination  of  carbon  dioxide  and  the  need  of 
oxygen  are  so  much  increased,  the  air  should  be  as  pure  as 
possible.     Hence,  exercise  out-of-doors  is  the  best ;  but  if  it  has 
to  be  taken  indoors,  the  room  should  be  well  ventilated  and  as 
far  as  possible  kept  free  from  dust. 

(3)  The  exercises  should  be  so  arranged  as  not  to  cause  over- 
exertion,  since  the  latter  produces  pulmonary  congestion  (a  con- 
dition manifesting  itself  by  deep  sighing).     Hence,  when  the 
exercise  causes  laborious  breathing,  rest  should  take  place,  or,  still 
better,  such  movements  should  be  immediately  used  as  will  re- 
move this  condition  (respiratory  exercises  ;  slow  leg-movements). 


APPENDIX  233 

(4)  Since  the  elimination  of  carbon  is  so  much  increased, 
those  who  exercise  should  partake  of  more  carboniferous  food 
—  best  given  in  the  form  of  fat. 

On  the  Blood  and  Circulatory  Organs.  —  The  increase  of  color 
and  quickening  of  the  pulse  show  us  that  exercise  accelerates 
the  circulation. 

When  a  muscle  contracts,  it  exerts  a  pressure  on  those 
vessels  which  are  located  in  or  around  it.  The  arteries  have 
firm  and  hard  walls,  and  the  blood  within  them  flows  forward 
with  considerable  pressure ;  furthermore,  the  semilunar  valves 
at  the  opening  of  the  aorta  prevent  the  arterial  current  from 
taking  a  backward  direction :  hence  the  arteries  are  but  little 
affected  by  the  pressure  of  the  active  muscle.  The  veins  have 
less  elastic  walls,  and  the  pressure  of  the  blood  in  them  is  less. 
Their  valves  preventing  the  current  from  flowing  in  the  oppo- 
site direction,  it  follows  that  the  muscular  pressure  drives  the 
venous  current  toward  the  heart  with  increased  speed.  At  the 
same  time,  the  vis  a  tergo  in  the  arterial  current  increases. 
When  the  contraction  ceases,  the  veins  in  question  contain  less 
blood.  This  causes  a  suction  in  these  vessels,  which  force, 
added  to  the  pressure  from  the  arterial  side,  causes  a  new  supply 
of  blood  to  rush  in  with  accelerated  speed,  this  being  repeated 
at  every  contraction  and  relaxation.  At  the  same  time  the 
absorption  of  oxygen  in  the  contracting  part  causes  the  arte- 
rial current  to  flow  more  quickly  to  it  in  order  to  supply  the 
waste :  the  vis  a  f  route  of  the  arterial  current  increases.  In 
fact,  active  contraction  has  even  more  effect  on  the  local  afflux 
than  on  the  return  current  from  the  same  part. 

During  flexion  and  extension,  the  vessels  become  alternately 
shortened  and  lengthened.  Moderately  extended,  the  vessels 
hold  more  blood  than  they  do  when  shortened;  hence  bodily 


234  EDUCATIONAL   GYMNASTICS 

movements  act  upon  the  circulation  much  after  the  manner  of 
a  "  force-pump :  "  the  flow  toward  the  heart  is  accelerated,  and 
the  vis  a  tergo  of  the  blood  increased. 

Respiration  also  affects  the  circulation,  as  will  be  seen  from 
the  following:  At  inspiration  the  elastic  air-cells  resist  the 
pressure  from  the,  inhaled  air,  and  this  causes  the  pressure  on 
other  organs  (heart  and  large  vessels)  within  the  chest  to  be 
less  than  one  atmosphere  ("  negative  pressure  ")  ;  a  suction  is 
caused  in  direction  of  the  lungs.  The  blood  in  the  veins 
is  drawn  forward  to  fill  the  vacuum.  The  arteries  become  but 
little  affected,  on  account  of  their  stiff  walls  and  of  the  press- 
ure of  the  blood  in  them.  Besides,  the  closing  of  the  semi- 
lunar  valves  during  the  diastole  of  the  ventricles  prevents  any 
backward  direction  of  the  arterial  current.  This  suction,  which 
by  deep  inhalations  becomes  four  or  five  times  greater  than 
what  it  is  during  ordinary  inhalations  (Wundt),  is  a  powerful 
aid  in  the  propulsion  of  the  venous  currents.  Expiration  has 
the  opposite  effect:  it  accelerates  the  arterial  currents,  but 
retards  the  venous  ones. 

Every  active  movement  increases  the  action  of  the  heart, 
which  usually  has  from  ten  to  thirty  more  beats  per  minute 
during  exercise,  and  sometimes  a  great  deal  more.  After  exer- 
cise the  heart's  action  usually  falls  below  the  normal  —  after 
severe  exercise,  even  as  low  as  fifty  to  forty  per  minute.  But 
if  due  attention  is  paid  to  the  freedom  and  extension  of  the 
respiratory  act,  the  heart's  action  need  not  deviate  much  from 
the  normal.  The  same  is  true,  if  certain  movements  are  used 
that  will  furnish  mechanical  aid  for  the  propulsion  of  the  blood, 
i.  e.,  lessen  the  work  for  the  heart. 

Excessive  as  well  as  deficient  exercise  will  weaken  the  heart, 
and  cause  diseases,  such  as  palpitation,  hypertrophy,  dilatation, 


APPENDIX  235 

fatty  degeneration,  etc.  On  the  other  hand,  properly  guided 
exercises  will  tend  to  strengthen  a  weakened  heart;  and  in  such 
cases  it  would  be  a  mistake  not  to  make  use  of  exercise  as  a 
therapeutic  agent,  as  well  as  to  suppose  that  absolute  rest  is 
beneficial. 

Exercise  has  also  a  great  influence  on  the  quality  of  the 
blood ;  for,  by  the  increased  pressure,  the  phenomena  of  endos- 
mosis  and  exosmosis  become  livelier,  and  the  absorption  of  vital 
constituents  becomes  more  rapid.  At  the  same  time,  the  blood 
more  quickly  carries  away  the  waste  matter,  and  throws  it  off 
through  the  organs  of  excretion ;  and  in  this  manner  its  own 
quality  improves. 

On  the  Digestive  Organs.  —  At  every  inspiration  the  diaphragm 
contracts,  and  exerts  a  pressure  on  the  contents  of  the  abdomen, 
the  walls  of  which  rise.  At  expiration  the  diaphragm  rises,  and 
the  walls  of  the  abdomen  again  sink.  Thus  the  diaphragm 
and  the  air  above  it  act  like  a  pump,  causing  a  constant  oscilla- 
tion of  the  abdominal  and  pelvic  contents,  increasing  the  action 
of  their  involuntary  muscles.  This  motion  aids  the  peristaltic 
movements  of  the  stomach  and  intestine  in  carrying  the  food 
downward,  and  in  hastening  the  process  of  digestion. 

It  is  well  known  how  exercise  increases  the  appetite,  espe- 
cially for  meat  and  fat.  This  increase  of  appetite  indicates  a 
more  rapid  absorption  and  a  more  perfect  digestion.  On  the 
other  hand,  lack  of  exercise  lessens  the  appetite  as  well  as  the 
power  of  digestion.  During  exercise,  the  circulation  through 
the  liver  is  very  much  accelerated,  especially  by  flexion  of  the 
trunk  in  one  direction  or  another,  which  movement,  by  acceler- 
ating the  circulation  through  the  inferior  vena  cava,  causes  a 
suction  in  the  veins  which  feed  it.  A  similar  effect  is  caused 
by  deep  inspirations. 


236  EDUCATIONAL   GYMNASTICS 

Finally,  if  the  voluntary  muscles  of  the  abdomen  are  well 
developed,  the  faeces  are  more  readily  expelled  and  a  livelier 
peristalsis  is  insured.  Thus  exercise,  whether  general  or  spe- 
cial, will  improve  and  maintain  the  normal  functional  activity 
of  the  digestive  organs. 

On  Absorption.  —  By  the  increased  pressure  of  the  blood,  the 
phenomena  of  endosmosis  and  exosmosis  become  very  much 
livelier,  and  the  flow  of  the  lymph  accelerated. 

The  lymph-vessels  are  provided  with  valves  like  those  of  the 
veins  —  opening  toward  the  heart ;  hence  the  alternate  contrac- 
tion and  relaxation  of  adjacent  muscles  will  have  the  same 
effect  upon  the  lymphatics  as  upon  the  veins :  that  of  forc- 
ing the  contents  of  the  vessels  forward  in  direction  of  the 
heart. 

Inhalation  has  the  same  effect  upon  the  thoracic  duct  as  upon 
other  vessels  in  the  thoracic  cavity :  a  suction  is  caused  in  it 
which  accelerates  the  flow  of  its  contents.  At  exhalation,  the 
thoracic  duct  becomes  compressed,  and  its  contents  are  forced 
into  the  venous  circulation. 

On  the  Skin.  —  The  cutaneous  circulation  is  accelerated,  the 
skin  grows  red,  and  perspiration  increases.  The  amount  of 
evaporating  fluid  is  double  (or  more)  what  it  is  during  rest ; 
water,  chloride  of  sodium,  acids,  and  some  nitrogen  are  elimi- 
nated. This  evaporation  lessens  the  temperature  of  the  body, 
and  prevents  it  from  becoming  excessively  high.  If  the  pores 
are  closed  by  dirt,  or  if  there  be  anything  else  to  check  the 
evaporation,  the  bodily  heat  soon  rises ;  the  work  of  the  lungs 
in  the  elimination  of  water  is  greatly  increased  ;  breathing  be- 
comes laborious,  and  the  power  of  continuing  the  exercise 
rapidly  decreases. 

After   exertion,   the   temperature   of   the  body  falls  quickly 


APPENDIX  237 

below  the  normal  degree,  while  the  skin  evaporation  still  con- 
tinues ;  hence,  danger  of  taking  cold  arises. 
From  this  it  follows  : 

(1)  That  the  skin  should  be  kept  clean. 

(2)  That  the  exercise  should  be  taken  in  a  cool  room  (55° 
to  60°  F.). 

(3)  That,  during  exercise,  the  clothing  worn  should  be  light. 

(4)  That,  after  exercise,  thicker  clothing  should  be  put  on 
to  prevent  chill. 

On  the  Kidneys.  —  On  account  of  the  increased  skin  evapora- 
tion, not  only  the  water  of  the  urine,  but  also  the  chloride 
of  sodium,  is  lessened.  The  amount  of  urea  usually  remains 
about  the  same,  although  oftentimes  it  decreases  —  probably  on 
account  of  the  greater  excretion  of  nitrogen  through  the  lungs 
(Draper,  Regnault,  Reiset).  Dr.  John  C.  Draper's  experiments 
demonstrate  that  "after  violent  exercise,  the  total  amounts  of 
solid  residue  and  urea  are  diminished,  while  the  proportion  of 
urea  to  solid  residue  remains  about  the  same." 

On  the  other  hand,  by  lessening  the  activity  of  the  skin  and 
lungs,  lack  of  exercise  forces  the  kidneys  to  increase  their  excre- 
tory function,  and  may  be  a  contributing  cause  to  various  dis- 
orders of  these  organs. 

On  the  Organs  of  Locomotion.  —  In  active  muscles,  the  tem- 
perature increases  in  proportion  to  the  work  (up  to  a  certain 
limit)  ;  there  is  a  change  from  neutral  to  alkaline  reaction,  the 
principal  metamorphoses  being  the  oxidation  of  the  hydro- 
carbons and  the  formation  of  free  acid.  The  venous  current 
from  the  muscle  carries  darker  blood,  less  rich  in  oxygen  and 
water  and  richer  in  carbonic  acid. 

As  a  result  of  these  changes,  the  muscles,  through  regularly 
taken  exercise,  grow  larger,  heavier,  and  richer  in  nitrogen  ; 


238  EDUCATIONAL   GYMNASTICS 

and  as  the  muscles  grow,  so  do  the  bones  and  other  passive 
organs  of  locomotion.  On  the  other  hand,  unused  muscles 
diminish  in  size  and  strength,  and  may  finally  entirely  cease 
to  respond  to  cerebral  influence.  At  the  same  time,  too  much 
exercise  of  a  muscle  will  cause  it  to  decrease  in  size  and  power 
after  it  has  reached  a  certain  degree  of  development.  This, 
however,  does  not  occur  when  all  the  muscles  are  moderately 
exercised,  and  sufficient  time  is  allowed  for  rest.  If  the  food 
does  not  contain  a  sufficient  amount  of  nitrogen,  other  parts  of 
the  body  have  to  furnish  the  supply  to  the  active  muscles  ;  and 
in  such  a  case  it  is  usually  the  heart  that  suffers  most. 

The  exhaustion  of  the  oxygen  supply  and  the  accumulation 
of  acids  in  the  active  muscles  soon  produce  fatigue.  In  order 
that  the  waste  may  be  carried  off  and  a  new  supply  of  oxygen 
stored  up,  the  tired  muscle  must  have  a  shorter  or  longer  period 
of  rest  before  contraction  can  again  take  place.  This  alterna- 
tion between  activity  and  rest  occurs  even  during  exercise, 
although  the  period  of  rest  at  such  times  is  usually  insufficient 
to  allow  the  muscle  fully  to  recuperate.  Yet,  by  letting  gym- 
nastic movements  follow  each  other  according  to  physiological 
principles,  the  immediate  effect  of  a  short  period  of  exercise 
can  be  made  to  be  a  sense  of  rest  and  in vigo ration  instead  of 
fatigue  and  exhaustion.  This,  however,  cannot  be  done,  when 
the  exercise  is  prolonged  or  when  it  is  of  a  one-sided  nature. 
The  general  oxygen  hunger  manifests  itself  in  languor  and 
desire  to  sleep.  Before  work  can  be  resumed,  all  the  muscles 
(and  nerves)  under  the  control  of  the  will  must  be  allowed 
absolute  rest  until  a  sufficient  amount  of  oxygen  has  again  been 
stored  up.  Artificial  means  (massage,  stimulants,  etc.)  may 
occasionally  serve  instead  of  rest,  but  cannot  be  relied  upon  as 
permanent  substitutes. 


APPENDIX  239 

From  these  facts  it  follows : 

(1)  That  there  is  a  limit  to  physical  development ;  and  hence 
that  the  chief  aim  of  exercise  should  not  be  great  muscular 
development,  but  health. 

(2)  That  this  limit  is  reached  sooner,  if  the  exercise  is  of 
a  one-sided  character. 

(3)  That  during  periods  of  exercise,  the  food  should  contain 
more  nitrogen. 

(4)  That,  if  good  physical  development  is  to  be  acquired,  the 
exercise  should  include  the  whole  body,  and  should  alternate 
with  periods  of  sufficient  rest. 

On  the  Nervous  System.  —  Experience  has  proved  that  inac- 
tive motor  nerves  grow  weaker,  become  fattily  degenerated, 
and  finally  lose  all  irritability,  so  that  it  becomes  impossible 
even  to  think  in  the  direction  of  movements  to  which  those 
nerves  should  give  the  impulse.  At  the  same  time  the  sensory 
nerves  become  highly  sensitive  and  even  morbidly  irritable. 
The  nervously  unstrung  are  to  be  sought  among  brain-workers 
of  sedentary  habits,  —  not  among  laborers  or  persons  leading 
an  active  out-of-door  life. 

In  all  active  exercise,  the  cerebral  influence  to  the  acting 
parts  is  highly  increased ;  and  it  might  be  said  that  the  nerves 
in  question  are  even  more  active  than  the  muscles  which  they 
move.  The  consequence  of  this  is,  that  the  nutritive  results 
of  muscular  contractions  are  taken  up  by  the  nerves  still 
more  than  by  the  muscles.  Thus  exercise  becomes  efficient 
in  strengthening  and  developing  the  nervous  system,  and 
in  maintaining  it  in  normal  condition.  In  fact,  exercise 
may  often  serve  as  a  valuable,  remedial  agent  in  nervous 
disorders. 


240  EDUCATIONAL   GYMNASTICS 

On  the  Mind.  —  As  the  general  circulation  and  the  quality 
of  the  blood  improve,  the  brain  becomes  better  nourished,  and 
its  power  of  action  increases. 

It  is  only  in  a  "heal  thy  body  that  we  find  a  healthy  mind; 
whereas,  if  the  body  is  weakened  by  disease,  —  by  inactivity,  — 
the  intellectual  powers  become  enfeebled. 

Many  maintain  that  it  is  not  possible  to  combine  great  mental 
work  with  powerful  bodily  exercise,  but  practical  experiments 
have  proved  this  to  be  an  entirely  mistaken  idea  ;  for,  if  the 
two  are  made  judiciously  to  alternate,  it  will  be  found  that  the 
results  of  each  become  much  more  extensive,  much  better  in 
quality.  If  athletes  are  stupid,  it  is  because  they  make  no 
efforts  toward  mental  cultivation,  and  not  because  exercise 
lessens  their  powers  in  this  direction. 

The  moral  forces  are  also  affected  by  exercise,  for  immor- 
ality goes  hand  in  hand  with  morbidity  of  mind.  If  the  latter 
can  be  changed,  the  former  will  also  improve.  It  is  the  weak, 
and  not  those  who  are  strong  in  body  and  mind,  that  recruit  the 
jails. 

Exercise  develops  a  consciousness  of  power,  which  inspires 
courage,  confidence,  and  resolution.  Through  its  influence  the 
moral  self  comes  forth  healthier,  purer,  and  stronger,  and  man 
becomes  in  every  way  better  fitted  to  lead  a  life  of  usefulness 
to  his  fellow-men. 


MEMORANDA   OF  THE   MUSCULAR   ACTIVITY    IN    THE 
PRINCIPAL   MOVEMENTS   OF   THE   HUMAN  BODY 


242 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


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Bodies  and  transverse  proces 
and  all  lumbar  vertebrae. 

Bodies  of  last  dorsal  and  first 

Clavicle,  sternal  one-half. 
F/ont  of  sternum,  down  to  th< 
Cartilages  of  all  true  ribs. 
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3d  4th,  and  5th  ribs. 
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9  digitations  from  8  upper  ribs 
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i 

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i  l! 

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1 

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5            I 

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111 

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Aponeurosis  from  sacral,  i 
dorsal  vertebrae. 
Crest  of  ilium,  posterior  o 
Digitations  from  the  3  or  • 

Ligamentum  nuchae. 
Spines  of  last  cervical  and 

Spines  of  last  2  dorsal  and 

Sacro-iliac  groove. 
Sacral,  lumbar,  and  3  low< 
Iliac  crest. 
Posterior  eminences  of  sa 

Erector  spinae. 
Erector  spine. 

Spines  of  last  2  dorsal 
vertebrae. 

Digitations  from  transv< 
lower  dorsal  vertebrae. 

See  above. 

Ilio-lumbar  lieament. 
Posterior  portion  of  inne; 
Transverse  proc.  of  lower 

Transverse  process  of  a  d 

1 

i 

HI 

ii 

|jf 

MUSCLE. 

03              M 

1  1  1 

1      1  i 

1  ll 

Spinalis  Dorsi. 
Semispinalis  Dorsi. 

MultiHdus  Spinae. 
Quadratus  Lumbori 

Levntores  Costarun 

External  Oblique, 
Oblique.  Quadrati 
rum,  Longissim 
Sacro-lumbaris. 

H 
B 

•2. 

„ 

X 

S  2 

W 

o>  H 

O 

W 

S     |-- 

APPENDIX 


247 


*j                "£ 

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H 

Levator  Anpuli 
Trapezius  (supe 
Rhomboideus. 

Trapezius  (infer 
Latissinms  Don 
Pectoralia  Miuoi 

1 

Deltoid. 
Supraspinatus. 

g. 

g 

•g^' 

i     . 

g. 

g 

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«2>3  • 

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MOVKME 

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248 


ED  UCA  TIONA L   G  YMNA  S TICS 


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MUSCLE. 

Serratus  Anticus  Major. 
Trapezius. 

Deltoid  (anterior  portion). 
Pectoralis  Major. 

Coraco-brachialis. 
Biceps  (longhead). 

f    i 

|i  I  1 

i  !  !   1  ! 
1  1  1  g  ! 

Pectoralis  Major,  Latissimus 
Dorsi,  Teres  Major  and 
Minor. 

Subscapularis. 

Anterior  portion  of  Deltoid; 
Subscapularis,  Pectoralis 
Major,  Latissimus  Dorsi, 
Teres  Major. 

Posterior  portion  of  Deltoid  ; 
Supraspmatus,  Teres  Minor, 
Coraco-brachialis. 

Infraspinatus. 

H 
1 

i 

If 

g^ 

1! 
1! 

l! 

11 

fi 

APPENDIX 


249 


2 

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5 

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ja 

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Tuberosity  of  rad 
Fascia  of  forearm 

Coronoid  process 

Shaft  of  radius,  o 

Styloid  process  of 

Base  of  2d  metaca 

Annular  ligament. 
Palmar  fascia. 

Pisiform  bone. 
Annular  ligament. 
Base  of  5th  inetac; 

4  tendons  into  late 
phalanges. 

Upper  end  of  olecr 

Posterior  ligament 

1 

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FORE-  ARM 

ORIGIN. 

r  margin  of  glenoid  cav 
of  coracoid  process. 

r  half  of  the  shaft  of  hi 
ral  aspect. 

•i  inner  condyle  of  burnt 
r  portion  of  inter-musci 
side  of  coronoid  proce* 

nal  condyloid  ridge  of 
-thirds, 
nuscular  septum. 

B 

3 

11 
"  I 

as  Flexor  Carpi  Kadiali 

ler  condyle. 
uner  margin  of  olecram 
pper  two-thirds,  posterii 

nner  condvle. 
nternal  lat'eral  ligament 
ntermuscular  septum, 
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'osterior  surface,  shal 
above  and  below  the 

iression  below  the  gle 
apula. 

rus,  above  olecranon  fos 

11 

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ED  UCA  TIONA  L   G  YMNA  S  TICS 


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e  above. 

ilique  line,  lower  one-fourt 
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2  above. 

;ternal  condyle  of  humeru: 
iternal  lateral  and  orbicult 
lique  line  of  ulna. 

sterior  surface,  shaft  of  u 

HAND. 

ORIGIN. 

$  above. 

iper  two-thirds,  shaft  of  u 
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terosseous  membrane. 

>per  two-thirds,  shaft  of  re 
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wer  one-third,  external  co 
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t  rmuscular  septlfm. 

:  ernal  condvle. 
;  ernal  lateral  ligament, 
t  rmuscular  septa. 

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251 


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Margin  of  the  great  sacro-scial 

Inner  margin  of  obturator  for 
Anterior  surface  of  obturator 

Crest  of  ilium,  anterior  part  01 
Anterior  superior  spinous  pro< 

See  above.) 

Superior  curved  line  and  crest 
Last  piece  of  sacrum. 
Side  of  coccyx. 
Great  and  posterior  sacro-sciat 

Ilium,  between  superior  and 
lines. 
Fascia  of  the  same  part. 

3  digitations  from  front  of  sac 
Margin  of  great  sacro-sciatic  f< 
Great  sacro-sciatic  ligament. 

Posterior  margin  of  obturator 
Inner  surface  of  obturator  mei 

Spine  of  iscllium,  outer  surfac< 
Tuberosity  of  ischium. 

Tuberosity  of  ischium. 
Tuberosity  of  ischium. 

Kami  of  ischium  and  pubes. 
Tuberosity  of  i.scliium,  outer 
surface. 

1 

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Tuberosity  ( 
with  Bicep 
Adjacent  ap( 

Tuberosity  o 

See  above. 

oi 

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co 

1  1 

1 

ill 

It? 

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fti 

:m.,  Gluteus 
r  Kbres)  and 
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s,  Sartorius. 

sjl'sp 
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CS  =  5SS^ 

^!sj>gS- 

a 

;nd.,  Semi- 
is,  Sartorius. 

Semi-tendinosus. 
Semi-membranos 

2  l-l  s 
i.s-5l 
"1!-! 

fifr^S 

The  3  Adductors, 
nus,  Iliacus, 
Quadratus  Fen 
Gracilis,  Sem 
membr.,  Long 
ceps. 

Tensor  Vag.  Fc 
Medius  (auterio 
Minimus,  Sem 
membr.,  Gracili 

Pvriformis,  Obt.  i 
Gemelli,  Quad 
(iluteus  Maxim 
dius  (posterior  fi 
Mag.,  Iliacus  P 
:!  Adductors,  Bi< 

MUSCL 

Biceps,  Semi-t( 
membr.,  Gracil; 

Gastrocnemius. 

1 

1 

11 

1! 

;MENT. 

1 

I 

3   . 

Ii 

11 

0 

X 

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254 


EDUCATIONAL   GYMNASTICS 


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255 


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Outer  tuberositv  of 
Shaft  of  tibula,  111 
riorly. 
Intero'sseous  membi 
Deep  fascia. 
Intennuscular  septa 

Outer,  lower  one-fot 
Interosseous  nienibi 
Inter  muscular  septu 

See  above. 

Shaft  of  flbula,  hea 
riorlv. 
Tibin,  oblique  line. 
Tendinous  arch. 

[ 

Fascia. 
Intermuscular  septu 

Shaft  of  tibia,  poste 
line. 
Intennuscular  septu 

i  5-^     z 

^          ^" 

!!^P 

«  -^  "s 

Shaft  of  fibula,  niidc 
Intermuscular  septa 

Sec  above. 

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Extension- 

II 

IS 

256 


ED  UCA  TIONA L   G  YMXA  S TICS 


SET  No.  1. 


Twenty-five  tables  of  exercises  for  a  class  of  children,  eight 
to  ten  years  of  age,  the  exercises  to  occupy  about  fifteen 
minutes  a  day.  No  apparatus  to  be  used. 


1.  Fund.  pos. 

2.  Close  st.  pos. 

3.  Facings. 

4.  Wing  st.  pos. 

5.  Stride  st.  pos. 

6.  Bend  st.  pos. 

7.  Yard  a  st.  pos. 


II. 


1.  St.  heel-elev. 

2.  Walk  st.  6  pos. 

3.  St.  2  A.  ext.  sidew. 

4.  Wing  st.  T  backw.  flex. 

5.  Stride  st.  heel-elev. 

6.  Yard  a  st.  2  A.  fling. 

III. 

1.  Close  st.  heel-elev. 

2.  St.  H.  backw.  flex. 

3.  Wg.  st.  T.  backw.  flex. 

4.  St.  2  A.  ext.  upw.  (also  sidew.). 

5.  Wg.  stride  st.  sidew.  flex. 

6.  Yd.  a  st.  2  A.  fling. 

IV. 

1.  Walk  st.  6  heel-elev. 

2.  St.  2  A.  ext.  upw. 

3.  Wg.  stride  st.  T.  backw.  flex. 

4.  Slow  march  on  tip-toe. 

5.  Wg.  close  st.  T.  rot. 
(>.  See  III.  6. 

V. 

1.  Walk  st.  b  pos.  in  series. 

2.  Half  str.  st.  pos. 

3.  Wg.  walk  st.  b  backw.  flex. 

4.  St.  2  A.  ext.  forw. 

5.  See  IV.  4. 

6.  Wg.  stride  st.  T.  rot. 

7.  St.  2  A.  elev.  sidew. 


VI. 

1.  Walk  st.  a  pos. 

2.  H.  flex,  sidew. 

3.  A.  fling,  to  half  str.  st.  pos. 

4.  Wg.  turn  close  st.  T.  backw.  flex. 

5.  Wg.  st.  2  Kn.  flex. 

6.  See  V.  G. 

VII. 

1.  Str.  stride  st.  pos. 

2.  St.  2  A.  fling,  upw. 

3.  Wg.  turn,  stride  st.  backw.  flex. 

4.  Half  str.,  half  yd.  st.  pos. 

5.  Wg.  st.  2  Kn.  flex. 

6.  Wg.  close  st.  sidew.  flex. 

7.  Yd.  d  st.  2  A.  elev. 

vin. 

1.  Str.  stride  st.  heel-elev 

2.  Rest  st.  T.  backw.  flex. 

3.  Bend  st.  A.  ext.  upw. 

4.  Wg.  st.  2  Kn.  flex. 

5.  St.  2  A.  ext.  backw. 
(5.  Wg.  stride  st.  T.  rot. 
7.  See  VII.  7. 

IX. 

1.  Str.  walk  st.  a  heel-elev. 

2.  St.  2  A.  ext.  forw.  sidew.  and  upw. 

3.  Rest  stride  st.  T.  backw.  flex. 

4.  Half  str.,  half  reach  st.  pos. 

5.  Yd.  st.  2  Kn.  flex. 

6.  Rest  stride  st.  sidew.  flex. 

7.  St.  2  A.  elev.  forw.  upw. 


1.  Str.  walk  st.  b  heel-elev. 

2.  St.  2  A.  ext.  forw.  sidew.  and  upw. 

3.  Rest  stride  st.  T.  backw.  flex. 

4.  Yd.  stoop  stride  st.  H.  rot. 

5.  Half  str.  close  st.  sidew.  flex. 

6.  Wg.  st.  prep,  to  jump. 

7.  See  IX.  7. 


APPENDIX 


257 


XI. 

1.  Str.  walk  st.  c  heel-elev. 

2.  Wg.  turn,  stride  st.  backw.  flex. 

3.  Half  yd.,  half  reach  st.  pos. 

4.  Wg.  courtesy  sitt.  pos. 

5.  Wg.  walk  st.  a  T.  rot. 

6.  Wg.  st.  alt.  Kn.  flex.  upw. 

7.  St.  2  A.  elev.  sidew.  upw. 

XII. 

1.  Wg.  st.  prep,  to  jump. 

2.  Wg.  st.  H.  rot.  w.  flex. 

3.  Wg.  turn  walk  st.  a  backw.  flex. 

4.  Yd.  stoop  stride  st.  2  A.  fling. 

5.  Yd.  courtesy  sitt.  pos. 

ti.  Half  str.  walk  st.  c  sidew.  flex. 
7.  See  XI.  7. 


XIII. 

1.  Wg.  walk  st.  6  2  Kn.  flex. 

•2.  Rest  turn,  close  st.  backw.  flex. 

3.  Yd.  (I  st.  alt.  A.  flex. 

4.  Wg.  cr.  half  st.  pos. 

5.  Wg.  walk  st.  6  T.  rot. 
<».  Yd.  st.  prep,  to  jump. 

7.  Yd.    walk    st.   6    2    A.    fling, 
change  of  feet. 


XVI. 

1.  Rest  st.  2  Kn.  flex. 

2.  Str.  stride  st.  T.  flex,  backw.,  for 

and  downw. 

3.  Wg.  cr.  half  st.  Kn.  ext.  backw. 

4.  Bend  st.  alt.  A.  ext.  forw. 

5.  Rest  walk  st.  c  sidew.  flex. 

6.  Upw.  jump. 

7.  See  XV.  7. 

XVII. 

1.  Yd.  toe  st.  2  Kn.  flex,  to  sitt.  pos. 

2.  Rest  turn,  walk  st.  a.  backw.  flex. 

3.  2  A.  ext.  in  various  dir. 

4.  Str.  stride  st.  T.  rot. 

5.  Yd.  st.  2  A.  fling,  forw. 

6.  Upw.  jump. 

7.  Yd.  d  st.  2  A.  and  heel-elev. 

XVIII. 

1.  Half  str.,  half  yd.,  etc.,  pos. 

2.  See  XVII.  •_>. 

3.  Str.  stride  st.  2  Kn.  flex. 

4.  Str.  close  st.  T.  rot. 

5.  See  XVII.  5. 
id    6.  90°  upw.  jump. 

7.  See  XVII.  7. 


XIV. 

1.  Str.  walk  st.  b  2  Kn.  flex. 

2.  St.  2  A.  ext.  forw.,  etc. 

3.  Rest  turn,  close  st.  backw.  flex. 

4.  Wg.  cr.  half  st.  F.  flex,  and  ext. 

5.  Bend  stoop  stride  st.    alt.    A.   ext. 

upw. 

<>.  Rest  close  st.  sidew.  flex. 
7.  See  XIII.  7. 


1.  Wg.  courtesy  sitt.  H.  rot. 

2.  Str.  st.  backw.  forw.  down.  flex. 
.'>.  Reach  st.  2  A.  fling,  upw. 

4.  Wg.  cr.  half  st.  Kn.  ext.  forw. 

5.  Bend  turn  close  st.  2  A.  ext.  upw. 

6.  90°  upw.  jump. 

7.  2  A.  elev.  forw.  upw.  w.  heel-elev. 


XV. 

1.  Wg.  toe  st.  H.  rot. 

2.  St.  2  A.  ext.  in  various  dir. 

3.  Str.  stride  st.  backw.  flex. 

4.  Str.  stride  st.  2  Kn.  flex. 

5.  Yd.  stoop  stride  st.  2  A.  fling. 
(5.  Wg.  walk  st.  c  T.  rot. 

7.  St.  2  A.  elev.  sidew.  w.  heel-elev. 


1.  Str.  walk  st.  a  2  A.  ext.  and  ch.  F. 

2.  Rest  turn  stride  st.  backw.  flex. 

3.  Str.  stride  courtesy  sitt.  pos. 

4.  Wg.  turn  close  st.  sidew.  flex. 

5.  Str.  stoop  stride  st.  2  A.  ext.  sidew. 

and  upw. 

6.  180°  upw.  jump. 

7.  See  XIX.  7. 


258 


ED  UCA  Tl  ON  A  L   G  YMNA  S  TICS 


XXI. 

1.  Yd.  stride  st.  2  A.  ext.  and  cli.  of  F. 

2.  Rest  turn  stride  st.  backw.  flex. 

3.  Y*  str.  )£  yd.  stoop  stride  st.  pos. 

4.  Rest  cr.  %  st.  Kn.  ext.  backw. 

5.  Bend  turn  stride  st.  2  A.  ext.  upw. 

6.  180°  upw.  jump. 

7.  2  A.  elev.  sidew.  upw.  and  heel-elev. 

XXII. 

1.  Wg.  stride  courtesy  sitt.  pos. 

2.  Str.  walk  st.  b  T.  flex,  backw.  forw. 

and  downw. 

3.  Wg.  st.  L.  elev. 

4.  Reach  stoop  stride  st.  2  A.  fling. 

5.  Wg.  turn  walk  st.  a  sidew.  flex. 

6.  With  2  A.  fling  upw.  jump. 

7.  See  XXI.  7. 

XXIII. 

1.  Wg.  st.  H.  rot.  w.  flex. 

2.  Bend  arch  stride  st.  2  A.  ext.  upw. 

3.  Wg.  courtesy  st.  H.  rot. 


4.  See  XXII.  4. 

5.  Str.  stride  st.  sidew.  flex. 

6.  See  XXII.  6. 

7.  Yd.  d  toe  st.  2  A.  elev.  w.  2  KM.  flex. 

XXIV. 

1.  Rest  stride  courtesy  sitt.  pos. 

2.  See  XXIII.  2. 

3.  Bend  toe  st.  2  A.  ext.  w.  2  Kn.  flex. 

4.  Yd.  stoop  stride  st.  2  A.  elev. 

5.  Rest  turn  close  st.  sidew.  flex. 

6.  W.  2  A.  and  L.  fling  upw.  jump. 

7.  Yd.  turn  st.  2  A.  fling. 

XXV. 

1.  Bend  courtesy  sitt.  2  A.  ext.  upw.  and 

sidew. 

2.  See  XXIII.  2. 

3.  Rest  st.  L.  elev. 

4.  Yd.  stoop  stride  st.  2  A.  elev. 

5.  Str.  stride  st.  quick  T.  rot. 

6.  See  XXIV.  6. 

7.  Yd.  turn  stride  st.  2  A.  fling. 


The  balance-movement  is  occasionally  exchanged  for  slow 
march  on  tip-toe  with  the  arms  in  rest  or  str.  pos.  If  the  time 
allows,  other  movements  —  for  rhythm  and  order,  etc.  —  are 
added,  whenever  the  teacher  considers  them  needed. 


SET  No.  2.1 


Twenty-five  tables  of  exercises  for  a  class  of  children  twelve  to 
fourteen  years  of  age,  who  have  had  previous  training  in  gymnas- 
tics. The  school-desks  and  chairs  to  be  used  as  apparatus.  The 
exercises  to  occupy  about  twenty  minutes  a  day. 


i. 


St.  H.  backw.  flex. 
Wg.  st.  heel-elev. 

2.  St.  2  A.  ext.  sidew. 

3.  Wg.  st.  2  Kn.  flex. 

4.  Wg.  st.  T.  backw.  flex. 

5.  %  str.  close  st.  T.  sidew.  flex. 

6.  Prep,  to  jump. 

7.  St.  2  A.  elev. 


II. 
(  St.  H.  sidew.  flex. 


\  Wg.  stride  st.  heel-elev. 

2.  St.  2  A.  ext.  upw. 

3.  Wg.  st.  alt.  Kn.  flex.  upw. 

4.  Wg.  turn  close  st.  T.  backw.  flex. 

5.  >£  str.  yd.  st.  pos. 

6.  Rest  stride  st.  T.  sidew.  flex. 

7.  Prep,  to  jump. 

8.  Yd.  «  st.  2  A.  fling. 


This  set,  as  well  as  all  the  others,  represent  a  great  deal  more  than  a  year's  work  ;  for,  in 
ist  cases,  the  progression  will  have  to  be  slower  than  what  the  tables  indicate. 


APPENDIX 


259 


in. 

j    (St.  2  A.  elev. 
'  I  Wg.  st.  2  Kn.  flex. 

2.  St.  2  A.  ext.  forw.  and  sidew. 

3.  Wg.  (later  str.)  stride  st.  2  Kn.  flex. 

4.  Wg.  turn  wlk.  st.  a  T.  backw.  flex. 
6.  Yd.  stoop  stride  st.  H.  rot. 

6.  Rest  close  st.  T.  sidew.  flex. 

7.  Upw.  jump 

8.  See  II.  8. 

IV. 

1    \  Wg.  wlk.  st.  «  heel-elev. 
I  %  str.  reach  st.  pos. 

2.  Rest  st.  T.  backw.  flex.  (forw.  flex. 

in  str.  pos.) 

3.  St.  2  A.  ext.  forw.  sidew.  upw.  and 

downw. 

4.  Wg.  (yd.)  courtesy  sitt.  H.  rot. 

5.  2  A.  ext.  sidew.  and  backw. 

6.  Y*  str.  wlk.  st.  c  T.  sidew.  flex. 

7.  Upw.  jump. 

3.  Yd.  d  st.  2  A.  elev. 


3.  Wg.  wlk.  st.  a  Kn.  flex. 

4.  Reach  st.  2  A.  fling. 

5.  Stoop   fall.  pos.    (Pupil   places   his 

hands  on  the  chairs  each  side  of 
him). 

6.  Rest  wlk.  st.  b  T.  sidew.  flex. 

7.  90°  upw.  jump. 

8.  St.  2  A.  circ. 

VII. 

1    (  Wg.  st.  alt.  toe  elev. 
I  2  A.  ext.  in  var.  dir. 

2.  Str.  st.  T.  flex,  backw.  and  forw. 

3.  Fall  hang.  H.  rot. 

Wg.  cr.  %  st.  Kn.  ext.  backw.  (later 
also  forw.). 

5.  Bend  stoop    stride    st.    alt.    A.  ext. 

upw. 

6.  Wg.  sitt,  T.  backw.  flex.   (Pupil  sits 

011  the  desk  with   his  feet  under 
the  seat  of  the  chair.) 

7.  Rest  wlk.  st.  c  T.  sidew.  flex. 

8.  Forw.  jump. 

9.  St.  2  A.  elev.  sidew.  upw. 


Wg.  wlk.  st.  c  heel-elev.  (later  in  4 

1.  •{     counts). 

Bend  st.  alt.  A.  ext.  upw. 

2.  Rest  stride  st.  T.  backw.  flex.  (forw. 

flex,  in  str.  pos.) 

3.  Fall  hang.  pos.  (Facing  the  back  of 

the  room,  the  pupil  grasps  the  upper 
front  edges  of  the  two  desks  and 
swings  his  feet  forward  in  the 
aisle.) 

4.  Str.  wlk.  st.  b  2  Kn.  flex. 

5.  Yd.  stoop  stride  st.  2  A.  fling. 

6.  Str.  close  st.  T.  rot.  (later  bend  turn 

close  st.  2  A.  ext.). 

7.  90°  upw.  jump. 

8.  St.  2  A.  elev.  forw.  upw. 

VI. 


VIII. 

(  Rest  st.  2  Kn.  flex. 
(  %  yd.  reach  st.  pos. 
Rest  turn  st.  backw.  flex.  (forw.  flex. 

in  str.  pos. 
Bal.   hang.   pos.      (Pupil  places  his 

hands  on   the  desks  each  side  of 

him  and  lifts  his  feet  backward.) 
Wg.   toe  st.   alt.  Kn.   flex.   upw.  in 

rapid  time,  followed  by  Wg.  stride 

st.  2  Kn.  flex,  to  sitt.  pos. 
Str.  stoop  stride  st.  2  A.  ext.  upw. 
Rest  turn  close  st.  T.  sidew.  flex. 
Forw.  jump. 
Yd.  wlk.  st.  b  2  A.  fling,  and  change 

of  feet. 

IX. 


Wg.  wlk.  st.  b  heel  elev.  (later  in  4  r  Wg.  st.  alt.  toe-  and  heel-elev. 

counts).  '  !  St.  alt.  A.  fling,  upw. 

Yd.  d  st.  alt.  A.  flex.  2.  Str.  stride    st.  T.    flex,  backw.  and 

Rest  turn  close  st.  backw.  flex.  (str.  forw. 

pos.  in  forw.  flex.)  3.  Bend  courtesy  sitt.  2  A.  ext. 


260 


ED UCA  TIONAL   G  YMNA  S TICS 


4.  Forw.  ly.  pos. 

5.  Stoop    fall,  foot    placing   forw.   and 

backw.  (compare  VI.  5). 

6.  Bend  turn  wlk.  st.  a  2  A.  ext.  upw. 

7.  Sidew.  jump. 

8.  St.  2  A.  elev.  sidew.  and  heel-elev. 


X. 

(  Rest  stride  st.  2  Kn.  flex. 

(  Yd.  st.  2  A.  fling. 

Rest  turn  wlk.  st.  a  backw.  flex.  (str. 

pos.  in  forw.  flex.). 
Fall  bang.  alt.  L.  elev. 
Bend  toe  st.  2  A.  ext.  and  2  Ku.  flex. 
yt  str.  yd.  stoop  stride  st.  pos. 
Rest  stride  st.  T.  rot.  (also  T.  sidew. 

flex.). 

Sidew.  jump. 
Yd.  d  st.  2  A.  elev.  and  heel-elev. 


XI. 

f  Wg.  wlk.  st.  b  2  Kn.  flex,  (also  in 

<      G  counts). 

*2  A.  ext.  sidew.  and  backw. 

Str.  stride  st.  T.  flex,  backw.  forw. 

downw. 
Bal.  cr.  hang.  pos.    (Compare  VIII. 

3;  knees  are  lifted  forward  as  incr. 

hang,  pos.) 
Rest  st.  L.  elev. 

Reach  stoop  stride  st.  2  A.  fling. 
Str.  stride  st.  T.  rot. 
With  A.  fling,  upw.  jump. 
St.  2  A.  elev.  forw.  upw.  and  heel-elev. 

XII. 


( "Wg.  wlk.  st.  a  Kn.  flex. 
I  Yd.  st.  2  A.  fling,  forw. 

2.  See  XI.  2. 

3.  Fall  hang.  alt.  L.  elev. 

4.  Rest  close  st.  march  on  tip-toe. 

5.  Bend  forw.  ly.  2  A.  ext.  sidew. 

6.  Rest  turn  wlk.  st.  a  T.  sidew.  flex. 

7.  See  XI.  7.   (Also  repetition  of  other 

forms.) 

8.  St.  2  A.  elev.  sidew.  upw.  and  heel- 

elev. 


XIII. 

(  Str.  wlk.  st.  n  heel-elev. 
'  I  Wg.  st.  H.  rot.  with  flex. 

2.  Rest  turn  stride  st.  backw.  flex. 

3.  Bal.  cr.  hang.  pos. 

4.  Wg.  fallout  st.  a  pos. 

5.  Yd.  forw.  ly.  2  A.  fling. 

6.  Bend  turn  stride  st.  2  A.  ext.  upw. 

7.  One  step's  start  forw.  jump. 

8.  Yd.  d  toe  st.  2  A.  elev.  and  2  Kn. 

flex. 

XIV. 

j    |  Str.  st.  2  Kn.  flex. 
«  2  A.  ext.  in  var.  dir. 

2.  Str.   st.  T.  flex,   backw.  and  forw. 

downw. 

3.  Str.  close  st.  march  on  tip-toe. 

4.  Rest  forw.  ly.  T.  backw.  flex. 

5.  Stoop   fall  alt.   L.  elev.      (Compare 

VI.  5.) 

6.  Wg.  fallout  st.  a  T.  rot. 

7.  See  XIII.  7.     (Also  over  rope   or 

other  obstacle.) 

8.  Yd.  turn  close  st.  2  A.  fling. 


XV. 

j    J  Str.  wlk.  st.  b  heel-elev. 
(  Rest  stride  st.  T.  rot. 

2.  See  XIV.  2. 

3.  Fall  hang.  2  A.  flex. 

4.  Bend  stride  courtesy  sitt.  2  A.  ext. 

5.  Bend  turn  fallout  st.  a  2  A.  ext. 

upw. 
fi.  Stoop  fall.  alt.  L.  elev. 

7.  Str.  wlk.  st.  b  sidew.  flex. 

8.  Two  (three)  steps'  start  forw.  jump. 

9.  Yd.  turn  st.  2  A.  circ. 


XVI. 

j    (  Str.  wlk.  st.  b  2  Kn.  flex. 
'  I  Yd.  st.  2  A.  fling,  forw.  . 

2.  Str.  turn  close  st.  backw.  flex. 

3.  Fall  hang.  2  A.  flex. 

4.  Wg.  fallout  st.  a  heel-elev. 

5.  Bend   stoop  stride   st.  2  A.  ext.  to 

yd.  d  pos. 


APPENDIX 


261 


6.  Rest    sitt.    backw.    flex.    (Compare 

VII.  6.) 

7.  Half  str.  fallout  st.  a  pos. 

8.  See  XV.  8.    (Also  over  rope.) 

9.  St.  2  A.  elev.  and  2  Kn.  flex. 


XVII. 

j    (  Str.  stride  st.  2  Kn.  flex. 
«  2  A.  ext.  in  var.  dir. 

2.  Str.  wlk.  st.  b  T.  flex,  backw.  forw. 

downw. 

3.  Fall  hang.  2  A.  flex. 

4.  Wg.  fallout  st.  b  pos. 

5.  Yd.  d  stoop  stride  st.  2  A.  elev. 

6.  Rest  sitt.  backw.  flex. 

7.  Str.  wlk.  st.  b  T.  rot. 

8.  Jump,    from    chair,   half    start    (or 

other  forms  of  jump.). 

9.  Yd.  fallout  st.  a  2  A.  fling. 


XVIII. 

j    (  Str.  wlk.  st.  a  heel-elev. 

(  Bend  toe  st.  2  A.  ext.  and  2  Kn. 
flex. 

2.  Str.  turn  st.  T.  backw.  flex. 

3.  Fall  hang.  2  A.  flex. 

4.  Str.  cr.  half  st.  pos. 

5.  Bend  forw.  ly.  2  A.  ext.  to  yd.  d  pos. 

6.  Bal.   cr.    hang.   alt.   Kn.   ext.    forw. 

(Compare  XI.  3.) 

7.  Rest  turn  stride  st.  sidew.  flex. 

8.  See  XVII.  8. 

9.  Close  st.  2  A.  elev.  and  T.  rot. 


XIX. 

1.  Str.    turn    wlk.    st.    a    pos.  in   two 

counts. 

2.  Bend  arch  stride  st.  2  A.  ext. 

3.  Wg.  fallout  st.  c  pos. 

4.  Stoop  stride  st.  2  A.  swim.  ("  One! 

Two^three  '.  ") 

5.  Bal.  cr.  hang.  alt.  Kn.  ext.  forw 

6.  Str.  stride  st.  T.  sidew.  flex. 

7.  Twice  upw.  jump. 

8.  Yd.  turn  stride  st.  2  A.  fling. 


XX. 

1.  Bend  courtesy  sitt.  2  A.  ext.  sidew. 

and  upw. 

2.  Str.  turn  wlk.  st.  a  backw.  flex. 

3.  Stoop  fall.  2  A.  flex. 

4.  Str.  cr.  half  st.  F.  flex,  and  ext. 

5.  Reach  fallout  st.  b  2  A.  fling. 

6.  Str.  foot  gr.  sitt.  backw.  flex. 

7.  Str.  turn  stride  st.  sidew.  flex. 

8.  Jump,     from    chair,     whole     start. 

(Repetition  of  other  forms.) 

9.  Yd.  d  turn  st.  2  A.  elev. 


Wg.  toe   st.   2  Kn.    flex,    to    sitt. 

l>os.  (quickly,  "due!  Twd.'"). 
2  A.  ext.  in  var.  dir. 

2.  Str.  turn  stride  st.  backw.  flex. 

3.  Stoop  fall.  2  A.  flex. 

4.  Wg.  fallout  st.  c  heel-elev. 

5.  Bend  forw.  ly.  alt.  A.  ext.  upw. 

6.  See  XX.  6. 

7.  Str.  wlk.  st.  c  T.  rot. 

8.  90"  twice  upw.  jump. 

9.  Yd.  fallout  st.  b  2  A.  fling. 

XXII. 

I  Wg.  fallout  st.  «  heel-elev. 

(  Half  str.  wlk.  st.  c  T.  sidew.  flex. 

2.  Str.  turn  wlk.  st.  b  backw.  flex. 

3.  Stoop  fall.  2  A.  flex,  and  L.  elev. 

4.  Str.  cr.  half  st.  Kn.  ext.  backw. 

5.  Yd.  turn  fallout  st.  a  2  A.  elev. 
(i.  Str.  stride  st.  quick.  T.  rot. 

7.  Jump,  from  chair  90°,  half  start. 

8.  Yd.  turn  stride  st.  2  A.  circ. 

XXIII. 

1.  Half  str.  fallout  st.  a  pos. 

2.  Str.  arch  wlk.  st,  b  2  A.  ext. 

3.  Stoop  fall.  2  A.  flex,  and  L.  elev. 

4.  Str.  cr.  half  st.  Kn.  ext.  forw. 

5.  Bend  forw.  ly.  2  A.  ext.  upw 

6.  Str.  wlk.  st.  c  rev.  T.  rot. 

c  Twice  sidew.  jump. 
Vault,  between  pommels  (over  the 

7.  <      chair,   one    hand    on   the  desk, 

the  other  on  the  back  rest  of  the 
I     chair). 

8.  Yd.  d  turn  stride  st.  2  A.  elev. 


262 


EDUCATIONAL   GYMNASTICS 


XXIV. 

1.  "Wg.  fallout  st.  c  heel-elev. 

2.  Str.  turn  arch  wlk.  st.  c  2  A.  ext. 

3.  Bend  fall  hang.  alt.  L.  elev 

4.  Str.  st.  L.  elev. 

5.  Reach  turn  fallout  st.  a  2  A.  fling. 

6.  Rest  stride  st.  quick  T.  sidew.  tlex. 
^     )  Vault,  betw.  pommels. 

<  180°  upw.  jump. 
8.  Yd.  arch  st.  2  A.  fling. 


XXV. 

1.  Yd.  d  toe  st.  2  A.  elev.  and  2  Kn. 

flex. 

2.  Str.  turn  arch  stride  st.  2  A.  ext. 

3.  See  XXIV.  3. 

4.  Str.  st.  L.  elev. 

5.  Str.  fallout  st.  c  2  A.  ext.  upw. 

6.  Str.  turn  wlk.  st.  a  sidew.  flex. 
_     (  Vault,  betw.  pommels. 

'  180°  upw.  jump. 
8.  Yd.  arch  st.  2  A.  fling. 


SET  No.  3. 

Twenty-five  tables  of  exercises  for  a  class  of  boys,  fifteen  to 
eighteen  years  of  age,  who  have  had  previous  training  Appa- 
ratus :  horizontal  bar,  stall-bars,  and  benches.  Lessons  last 
about  thirty  minutes  a  day. 

(If  used  for  girls,  the  tables  must  be  changed  a  little,  making 
certain  exercises  milder,  and  the  progression  slower.) 


I. 

C  Feet  close  and  open. 
!     ]  H.  flex,  backw. 

j  St.  heel-elev. 

( 2  A.  ext.  upw.  and  sidew. 
2.  Wg.  st.  T.  backw.  flex. 

{Over  gr.  \ 
Und.gr.  [hang.  pos. 
Und. 

4.  Wg.  st.  2  Kii.  flex. 

5.  Half  str.  yd.,  etc.,  pos. 

6.  Marching. 

7.  Close  st.  sidew.  flex. 

8.  Prep,  to  jump. 

9.  Yd.  a  st.  2  A.  fling. 

II. 

Close  st.  heel-elev. 
2  A.  ext.  forw. 
Str.  stride  st.  pos. 
Prep,  to  jump. 

2.  Rest  st.  backw.  flex. 

3.  Climbing  the  stall-bars. 


4.  Wg.  courtesy  sitt.  H.  rot. 

5.  Yd.  st.  2  A.  fling,  forw. 

6.  Marching  and  running. 

7.  Stoop  fall.  H.  rot. 

8.  Rest  close  st.  sidew.  flex. 

9.  Upw.  jump. 
10.  St.  2  A.  elev. 


III. 

i  St  2  A.  elev. 

1.  |  Wg.  stride  st.  heel-elev. 
'  Half  str.  yd.,  etc.,  pos. 

2.  Str.  stride  st.  T.  flex,  backw.  forw. 

downw. 

3.  Fall  hang,  pos.;  later  2  A.  flex. 

4.  Yd.  toe  st.  2  Kn.  flex,  to  sitt.  pos. 

5.  Reach  st.  2  A.  fling. 

6.  March,  and  run. 

7.  Stoop  fall.  2  F.  mov. 

g     (  Rest  close  st.  T.  rot.,  alt.  with 

I  Rest  stride  st.  sidew.  flex. 
9.  90°  upw.  jump. 
10.  Yd.  d  st.  2  A.  elev. 


APPENDIX 


263 


IV. 

i  Yd.  st.  2  A.  rtiug. 

1.  <  Wg.  wlk.  st.  a  heel-elev. 

I  2  A.  ext.  forw.  upw.  and  sidew. 

2.  Str.  st.  backw.  flex. 

3.  Fall  hang.  2  A.  flex. 

4.  Wg.  (str.)  wlk.  st.  a  Kn.  flex. 

5.  Half  yd.  str.  stoop  st.  ch.  of  A. 

6.  March,  and  run. 

7.  Str.  ly.  2L.  elev.  (90°). 

I  Half  str.  wlk.  st.  c  sidew.   flex. 

8.  '     alt.  with 

'  Str.  close  st.  T.  rot. 

9.  Forw.  jump. 

10.  St.  2  A.  elev.  forw.  upw. 


VII. 

i  St.  2  A.  elev.  forw.  upw. 

<  Wg.  fallout  st.  a  pos. 

<  Yd.  a  stoop  st.  2  A.  fling. 
Str.  wlk.  st.  6  backw.  flex. 
Arch  hang,  and  fall  hang.  pos. 
Best  st.  L.  elev. 

Wg.  (rest)  forw.  ly.  T.  flex. 

March,  and  run. 

Wg.  foot.  gr.  sitt.  backw.  flex. 

/  Str.    turn    wlk.  st.  a  2  A.   ext. 

c     upw.,  alt.  with 

'  Rest  turn  wlk.  st.  o  sidew.  flex. 
A.  and  L.  fling,  upw.  jump. 
St.  2  A.  elev.  and  heel-elev. 


V. 

Yd.  d  st.  2  A.  elev. 

Wg.  wlk.  st.  6  heel-elev. 

2  A.  ext.  sidew.  and  backw. 
Gr.  arch  st.  pos. 
Over  gr.  hang.  osc.  trav. 
Wg.  st.  L.  elev. 

Reacli  stoop  stride  st.  2  A.  fling. 
March,  and  run. 
Str.  ly.  2  L.  elev.  (45°). 
\  Bend  turn  st.  2  A.  ext.  upw.,  alt.  w. 
'  Str.  st.  sidew.  flex. 
Sidew.  jump. 
Yd.  st.  2  A.  circ. 


VIII. 

St.  2  A.  and  heel-elev. 
Half  str.  fallout  st.  o  pos. 
St.  alt.  toe-elev. 

2.  Gr.  arch  st.  heel-elev. 

3.  Fall   hang,  i>  A.  flex.,  distance  be- 

tween hands  increasing. 

4.  Yd.  close  toe  st.  slow  march. 

5.  Bend  toe  sup.  fallout  st.  b  1  A.  ext. 

upw. 
(i.  March,  and  run. 

7.  Hor.  stoop  fall.  H.  rot. 

8.  (Wg.)  Rest  foot  side  gr.   half    st. 

sidew.  Hex. 

9.  One  step's  start,  forw.  jump. 
10.  Yd.  d  st.  2  A.  and  heel-elev. 


VI. 

rYd.  st.  2  A.  circ. 

1.  j  Wg.  wlk.  st.  c  heel-elev. 
I  Alt.  A.  fling,  upw. 

2.  Str.  sup.  st.  backw.  flex,  over  bar. 

3.  Over  gr.  hang.  osc.  trav. 

4.  Bend  courtesy  sitt.  2  A.  ext. 

5.  Yd.  forw.  ly.  2  A.  fling. 

6.  March,  and  run. 

7.  Wg.  Kn.  st.  backw.  flex. 

g     (  Str.  wlk.  st.  «  T.  rot.,  alt.  with. 

'  Rest  turn  close  st.  sidew.  flex. 
9.  2  A.  fling,  upw.  jump. 
10.  St.  2  A.  elev.  sidew.  upw. 


(Yd.  st.  2  A.  fling. 

<  Wg.  fallout  st.  b  pos. 

'  Bend  stoop  st.  alt.  A.  ext.  upw. 


2.  Bend  arch  sup.  st.  2  A.  ext. 

3.  Und.  hang.  osc.  trav. 

4.  Bend  toe  st.  2  A.  ext.  and  2  Kn.  flex. 

5.  Str.  turn  fallout  st.  a  2  A.  ext. 

6.  March,  and  run. 

7.  Bend  fall  foot  gr.  sitt.  2  A.  ext.  upw. 

f  Str.  stride  st.  T.  rot.,  alt.  with 
'  Str.  stride  st.  sidew.  flex. 

!>.  Jump,  over  rope,  one  step's  start. 

10.  St.  2  A.  elev.  forw.  upw.  and  heel- 
elev. 


264 


EDUCATIONAL   GYMNASTICS 


X. 

(  Yd.  d  st.  2  A.-  and  heel-elev. 

1.  ]  Wg.  wlk.  st.  6  2  Kn.  flex. 

'  Half  str.  close  st.  sidew.  flex. 

2.  Gr.  arch  stride  st.  heel-elev. 

3.  Arch  hang.  2  A.  flex. 

4.  Rest  toe  st.  slow  march. 

5.  Bend  stoop  st.  2  A.  ext.  to  yd.  d. 
(5.  March,  and  run. 

7.  Reach  fall,  foot  gr.  sitt.  2  A.  fling. 

8.  Wg.  fallout  st.  a  T.  rot. 

9     (  Reach  gr.  st.  introd.  to  vault. 

I  Prep,  to  jump,  ' '  Stdrt .' " 
10.  Yd.  fallout  st.  b  2  A.  fling. 


XI. 

/  Yd.  st.  2  A.  fling. 

1.  •[  Wg.  wlk.  st.  a  Kn.  flex. 
'  Str.  close  st.  T.  rot. 

2.  Gr.  arch  st.  Kn.  upw.  flex. 

3.  "Incl.  rope  climb."  (hor.  incl.  bar, 

put  low). 

4.  Bend  stride  courtesy  sitt.  2  A.  ext. 

5.  Str.  stoop  stride  st.  2  A.  ext.  to  yd.  e. 
G.  March,  and  run. 

7.  Rest  foot  gr.  sitt.  backw.  flex. 

8.  Rest  turn  closest,  backw.  flex. 

g     (  Half  yd.  gr.  st.  introd.  to  vault. 

'  Twice  upw.  jump. 

10.  St.  2  A.  elev.  sidew.  upw.  and  heel- 
elev. 

XII. 

[Yd.  fallout  st.  6  2  A.  fling, 
j     I  Wg.  stride  st.  2  Kn.  flex. 

j  Bend  turn  st.  2  A.  ext.  upw.  and 
I     sidew. 

2.  Str.  arch  st.  2  A.  ext.  upw. 

3.  See  XI.  3. 

4.  Rest  st.  Kn.  flex.  upw. 

5.  Yd.  stoop  stride  st.  2  A.  elev. 
0.  March,  and  run. 

7.  Stoop  fall.  2  A.  flex. 

8.  Str.  wlk.  st.  ft  T.  rot.  or  sidew.  flex. 
,(     I  Introd.  to  vault.,  one  step's  start. 

1 90°  twice  upw.  jump. 
10.  Yd.  d  toe  st.  2  A.  elev.  and  2  Kn. 
flex. 


XIII. 

/  See  XII.  10. 

1.  <  H.  sidew.  flex. 

'  Rest  turn  close  st.  sidew.  flex. 

2.  Fall  hang,  to  gr.  arch  st.  pos. 

3.  Over  gr.  hang.  osc.  trav. 

4.  Wg.  hor.  half  st.  pos. 

5.  Bend  foot  gr.  fallout  st.  b  2  A.  ext. 

6.  March,  and  run. 

7.  Rest  Kn.  st.  backw.  flex. 

8.  Half  str.  rev.  turn  fallout  st.  a  pos. 

9.  Wg.  st.  alt.  toe-elev. 

10.  Cr.  hang.  pos.  (stall-bars). 

,j     j  Introd.  to  vault.,  3  steps'  start. 

{  Jump,  from  bench. 
12.  Yd.  walking  2  A.  fling. 


/  2  A.  elev.  forw.  upw.  and  heel-elev. 

1.  <  Str.  st.  2  Kn.  flex. 

I  Half  str.  wlk.  st.  c  sidew.  flex. 

2.  Str.  arch  wlk.  st.  6  2  A.  ext. 

3.  "Incl.  rope  climb.."  feet  first  (bar 

horizontal). 

4.  Str.  cr.  half  st.  F.  flex,  and  ext. 

5.  Yd.  turn  fallout  st.  a  2  A.  elev. 

6.  March,  and  run. 

7.  Wg.  foot  gr.  half  st.  backw.  flex. 

8.  Str.  turn  wlk.  st.  a  2  A.  ext.  and  ch. 

of  F. 

9.  Fallout  st.  c  pos. 

10.  Cr.  hang.  pos.  (hor.  bar). 

/Vault,   as  in    XIII.    11,   bar  put 

11.  j     higher. 

'  90°  jump,  from  bench. 

12.  Fallout  st.  b  2  A.  elev.  forw.  upw. 


XV. 

,  2  A.  elev.  sidew.  upw.  and  heel-elev. 

1.  j  Str.  wlk.  st.  6  2  Kn.  flex. 

'  Bend  turn  stride  st.  2  A.  ext. 

2.  Gr.  arch  st.  Kn.  flex,  and  ext. 

3.  Und.  hang.  osc.  trav. 

4.  Str.  toe  st.  slow,  march. 

5.  Bend  forw.  ly.  2  A.  ext.  to  yd.  d. 

6.  March,  and  run. 

7.  Str.  Kn.  st.  backw.  flex. 


APPENDIX 


265 


8.  Str.  turn  wlk.  st.  a  backw.  flex. 

9.  Reach  gr.  st.  toe-  and  heel-elev. 

10.  Cr.  hang.  alt.  Ku.  ext. 

i  Vault,  over  benches,  face  down. 

11.  <  Jump,  over  rope  (length),  "'  whole 
I     start." 

12.  Yd.  turn  st.  2  A.  fling. 


XVI. 

t  Yd.  turn  st.  2  A.  fling. 

1.  <  Str.  stride  st.  2  Kn.  flex. 
*2  A.  ext.  in  var.  dir. 

2.  Gr.  arch  st.  L.  elev. 

3.  See  XIV.  3,  bar  inclined. 

4.  Rest  cr.  half  st.  Kn.  ext.  backw. 

5.  Str.  fallout  st.  b  forw.  flex. 

6.  Hor.  stoop  fall.  2  A.  flex. 

7.  March,  and  run. 

8.  Wg.  side  fall.  pos. 

9.  Str.  wlk.  st.  c  T.  rot. 

10.  Wg.  st.  slow  2  Kn.  flex,  to  sitt.  pos. 

11.  Cr.  hang.  alt.  Kn.  ext. 

/•  Somersault  over  bar. 

12.  j  Jump,  over  rope  (height),  "  whole 
(     start." 

13.  Yd.  d  fallout  st.  b  2  A.  elev. 


XVII. 

f  Yd.  d  fallout  st.  b  2  A.  elev. 

1.  j  Str.  wlk.  st.  a  Kn.  flex. 
(Half  str.  yd.  stoop  st.  ch.  of  A. 

2.  Gr.  arch  st.  L.  elev. 

3.  Und.  gr.  hang.  2  A.  flex. 

4.  Str.  cr.  half  st.  Kn.  ext.  backw. 

5.  Str.  foot  gr.  fallout  st.  b  Kn.  flex. 
/5.  Rest  foot  gr.  half  st.  backw.  flex. 

7.  March,  and  run. 

8.  Str.  side  sup.  wlk.  st.  b  sidew.  flex. 

9.  Wg.  side  fall.  L.  elev. 

10.  Str.  wlk.  st.  c  heel-elev. 

11.  Cr.  hang.  2  Kn.  ext. 

("Vault,  bar,  face  down;  start  with- 
j      out  run.,  bar  quite  low. 
|  Jump,  over  rope;  name   foot  for 
(     start. 
13.  Yd.  turn  st.  2  A.  circ. 


XVIII. 

f  2  A.  elev.  forw.  upw.  and  heel-elev. 
|  Yd.  toe  st.  2  Kn.  flex,  to  sitt.  pos 
*•    |      (quickly). 

Bend  stoop  st.  2  A.  ext.  sidew.  and 
[     upw. 

2.  Fall  hang,  to  gr.  arch  st.  (bar  gradu- 

ally lowered). 

3.  Und.  hang.  2  A.  flex. 

4.  Rest  st.  L.  elev. 

5.  Str.  foot  gr.  fallout  st.  b  2  A.  fling. 

6.  Incl.  stoop  fall.  2  A.  flex. 

7.  Str.  foot  side  gr.  half  st.  sidew.  flex. 

8.  March,  and  run. 

9.  Str.  turn  wlk.  st.  «  backw.  flex. 

10.  Instep  gr.  st.  Kn.  flex. 

11.  Cr.  hang.  2  Kn.  ext. 

f  Vault,   bar,   face    down,   3  steps' 
start. 


-|Q  J 


Star  gr.  half  st.  jump,  from  stall- 
[     bars. 
Yd.  turn  stride  st.  2  A.  fling. 


XIX. 

Fallout  st.  &  2  A.  elev.  forw.  upw. 

Yd.  courtesy  sitt.  H.  rot. 

Str.  stride  st.  sidew.  flex. 
Gr.  arch  st.  L.-  and  heel-elev. 
Over  gr.  hang.  2  A.  flex. 
Str.  cr.  half  st.  Kn.  ext.  forw. 
Bend  forw.  ly.  2  A.  ext.  upw. 
March,  and  run. 
Str.  Kn.  half  st.  backw.  flex. 
Str.  side  gr.  st.  L.  elev. 
Str.  turn  st.  backw.  flex. 
Wg.  fallout  st.  a  heel-elev. 
Cr.  hang.  2  Kn.  ext.  (hor.  bar). 
1  Vault,  bar,  face  up,  whole  start. 
I  90°  jump,  over  rope. 
See  XVIII.  13. 


XX. 

/-  H.  rot.  with  flex. 

1.  j  Bend  courtesy  sitt.  2  A.  ext. 
I  Yd.  St.  2  A.  fling,  forw. 

2.  Gr.  arch  stride  st.  heel-elev.  (deep 

flex.). 


266 


ED  UCA  TI  ON  A  L   G  YMNA  S  TICS 


3.  "Incl.  rope  climb.,"  feet  first  (incl. 

bar). 

4.  Str.  st.  L.  elev. 

5.  Str.  foot  gr.  fallout  st.  b  forw.  flex. 

6.  Fall  Kn.  st.  2  A.  ext.  upw. 

7.  March,  and  run. 

8.  Str.  turn  wlk.  st.  «  backw.  flex. 

9.  Str.  side  sup.  st.  sidew.  flex,  and  L. 

elev. 

10.  Str.  wlk.   st.   b   T.  forw.  flex,  (foot 
.  against  bar). 

11.  Cr.  hang.  2  L.  elev. 

12     (  Vault,  bar,  face  up,  run  for  start. 

'  Sidew.  jump,  over  rope. 
13.  Yd.  d  turn  st.  2  A.  elev. 

XXI. 

Yd.  d  turn  st.  2  A.  elev. 

Bend  toe  st.  2  A.  ext.  and  2  Kn. 

flex. 
Wg.  fallout  st.  a  T.  rot. 

2.  Gr.  arch  st.  heel-elev.  (deep  flex.). 

3.  Und.  gr.  hang.  trav. 

4.  Rest.  cr.  half  st.  Kn.  abd. 

5.  Yd.  foot  gr.  fallout  st.  6  2  A.  elev. 

6.  Fall  Kn.  half  st.  2  A.  ext.  upw. 

7.  March,  and  run. 

8.  Str.  turn  stride  st.  backw.  flex. 
Half  str.  gr.  side  fall.  L.  elev. 
Half  yd.  gr.  half  st.  Kn.  flex. 
Cr.  hang.  2  L.  elev. 

Vault,  bar,  face  up  or  down ;  in- 
creasing height. 

Somersault,  bar  gradually  lowered. 

Jump,  from  stall-bars,  increasing 

height. 
13.  Yd.  turn  stride  st.  2  A.  circ. 

XXII. 

.-Yd.  turn  st.  2  A.  fling. 

1.  •!  Bend  courtesy  stride  sitt.  2  A.  ext. 
I  Rest  turn  close  st.  backw.  flex. 

2.  Gr.  arch  st.  2  A.  flex. 

3.  Und.  gr.  hang.  trav. 

4.  Rest  cr.  half  st.  Kn.  ext.  forw. 

5.  Str.  forw.  ly.  forw.  flex. 

6.  March,  and  run. 

7.  Reach  fall  Kn.  st.  2  A.  fling. 

8.  Str.  fallout  st.  a  T.  rot. 


9.  Str.  stride  st.  quick,  sidew.  flex. 

10.  Half  str.  yd.  gr.  hor.  half  st.  Kn. 

flex. 

11.  Cr.  hang.  2  L.  elev.  (hor.  bar). 

12.  See  XXI.  12. 

13.  Toe-sup,  fallout  st.  b  2  A.  elev.  forw. 

upw. 


1. 


Yd.  d  fallout  st.  b  2  A.  elev. 
Feet  close  and  open  rhythmically 

(twelve  times). 
(.2  A.  ext.  in  var.  dir. 

2.  Gr.  arch  stride  st.  hand  to  hand  mov. 

3.  Und.  hang.  trav. 

4.  Str.  hor.  half  st.  pos. 

5.  Str.  fallout  st.  c  2  A.  elev. 
0.  March,  and  run. 

7.  Reach  fall  Kn.  half  st.  2  A.  fling. 

8.  Str.  wlk.  st.  c  rev.  T.  rot. 

9.  Introd.  to  wheeling. 

10.  Wg.  fallout  st.  c  heel-elev. 

11.  Cr.  hang.  2  L.  abd. 

/  Vault,  bar,  180°  turn. 

12.  <  Jump,  over  rope,  whole  start  (high 
'     and  far). 

13.  Yd.  d  turn  stride  st.  2  A.  elev. 


XXIV. 

fYd.  d  toe  st.  2  A.  elev.  and  Kn. 
flex. 

1.  •{  Wg.  fallout  st.  a  rev.  T.  rot. 

Str.  stoop  stride  st.  2  A.  ext.  to 
yd.  c. 

2.  Gr.  arch  stride  st.  hand  under  hand 

mov. 

3.  Und.  hang.  trav.  on  incl.  bar. 

4.  Reach  half  st.  Kn.  flex.,  also  Rest 

toe  st.  slow  march. 

5.  Rest  foot  gr.  fallout  st.  b  forw.  flex. 

6.  Bend  fall  foot  gr.  half  st.  2  A.  ext. 

7.  March,  and  run. 

8.  Half  str.  side  fall.  L.  elev. 

9.  Wheeling. 

10.  Heel  gr.  half  st.  T.  forw.  flex. 

11.  Cr.  hang.  2  L.  abd. 

12.  See  XXIII.  12. 

13.  Yd.  arch  st.  2  A.  fling. 


APPENDIX 


267 


XXV. 

2  A.  elev.  sidew.  upw.  and  2  Kn. 

flex. 

St.  alt.  toe-elev.  rhythmically. 
Half  str.  rev.  turn  fallout  st.  a  pos. 

2.  Gr.  arch  stride  st.  2  A.  flex.  (T.  flex. 

deep). 

3.  Und.  hang.  trav.  with  alt.  elev. 

4.  Reach  half  st.  Kn.  flex. ;   also  Str. 

toe  st.  slow,  march. 

5.  Str.  fallout  st.  c  forw.  flex. 


6.  March,  and  run. 

7.  Str.  foot  gr.  half  st.  backw.  flex. 

8.  Str.  stride  st.  quick  T.  rot. 

9.  Wheeling. 

10.  Yd.  courtesy  sitt.  2  A.  elev. 

11.  Cr.  hang.  2  L.  abd.  (hor.  bar). 

( Repetition   of   previous  forms  of 

vault. 
Jump,  over  rope  (height) ;  run  for 

start. 
13.  See  XXIV.  13. 


SET  No.  4. 

Twenty-five  tables  of  exercises  for  a  class  of  men  twenty  to 
twenty-five  years  old,  who  have  had  previous  training. 

The  gymnasium  has  all  the  apparatus  belonging  to  the 
system. 

Lessons  last  from  thirty  to  forty-five  minutes  a  day. 

Marching  is  put  in  wherever  the  teacher  thinks  best. 


i. 

|  St.  2  A.  elev.  and  heel-elev. 
'  2  A.  ext.  upw.  and  sidew.,  etc. 
2.  Str.  st.  (stride  st.)  T.  flex,  backw. 
forw.  downw. 


/Und.  hang. 

4.  Wg.  st.  2  Kn.  flex. 

5.  Reach  st.  2  A.  fling. 

6.  Half  str.  close  st.  sidew.  flex. 

7.  Prep,  to  jump. 

8.  Yd.  st.  2  A.  fling. 

II. 

Yd.  d  st.  2  A.  elev. 

Wg.  wlk.  st.  «  pos.  in  series. 

2  A.  ext.  in  var.  dir. 

Prep,  to  jump. 

(  Gr.  arch  st.  heel-elev.,  alt.  with 
<  Str.  st.  back.  flex,  over  bar. 
j  Under  gr.  hang.  ,  2  A  flex 
(  Und.  hang.          j 

4.  Str.  st.  (stride  st.)  2  Kn.  flex. 

5.  Yd.  st.  2  A.  fling,  forw. 

6.  Str.  gr.  st.  Kn.  flex,  and  ext. 

7.  Rest  close  st.  sidew.  flex. 


8.  Str.  close  st.  T.  rot. 

t  Upw.  jump. ;  later 

9.  <  90°  upw.  jump,  and 

(  A.  fling,  upw.  jump. 

<  2  A.  elev.  forw.  upw.,  followed  by 

I  Yd.  st.  2  A.  fling. 

III. 

St.  2  A.  elev.  forw.  upw. 
Wg.  wlk.  st.  a  heel-elev.  in  series. 
Half  str.  yd.,  etc.,  pos. 
Gr.  arch  stride  st.  heel-elev.,  alter- 
nating with 
Str.  arch  stride  st.  2  A.  ext 

3.  Over  gr.  hang.  2  A.  flex. 

4.  Wg.    st.    Kn.  flex.  upw.  and   ext. 

backw. 

5.  Reach  stoop  st.  2  A. .fling. 

6.  Str.  ly.  L.  elev. 

Bend    turn    stride  st.   2  A.   ext. 
upw.,  alt.  with 

Wg.  turn  close  st.  backw.  flex. 
St.  alt.  toe-elev. 
A.  and  L.  fling,  upw.  jump,  (also 

see  II.  9). 
St.  2  A.  circ. 


268 


ED  UCA  TIONA  L   G  YMNA  S  TICS 


IV. 

/•St.  2  A.  circ. 

-I  Wg.  fallout  st.  a  (later  b)  pos. 

12  A.  ext.  in  var.  dir. 
Str.  arch  wlk.  st.  6  2  A.  ext.  (later 

also  with  change  of  feet). 
Fall  hang,   and    arch    hang,   pos.; 

later  fall  hang.  2  A.  flex. 
Wg.  st.  L.  elev. 
Rest  forw.  ly.  T.  flex. 
Stoop  fall  pos.,  later  2  A.  flex. 

J  Str.  st.  sidew.   flex.,  alt.   with 

I  Rest  stride  st.  T.  rot. 
St.  alt.  toe-  and  heel-elev. 

/•Reach  gr.   and  half    yd.  gr.    st. 
•j     introd.  to  vault. 

(.  Forw.  jump. ;  also  sidew.  jump. 
St.  2  A.  and  heel-elev. 


(St.  2  A.  and  heel-elev. 
Wg.  wlk.  st.  b  heel-elev.  in  series. 
H.  flex,  sidew.,  etc. 
Reach  st.  2  A.  fling. 

2.  Fall  hang,  to  gr.  arch  st.  pos. 

3.  Zigzag  (or  hor.)  ser(>entine  in  hor. 

ladder. 

4.  Wg.  cr.  half  st.  Kn.  ext.  forw. 

5.  Str.  stoop  st.  2  A.  ext.  to  yd.  e. 
«.  Wg.  Kn.  st.  backw.  flex. 

7.  Str.  wlk.  st.  b  T.  rot. 

8.  Fallout  st.  c  pos. 

J  Introd.  to  vault,  (bar  grad.  raised) 
(  Forw.  jump.  1  (3)  step's  start. 
10.  Yd.  d  st.  2  A.  and  heel-elev. 

VI. 


r  St.  2  A.  and  heel-elev. 

•I  Wg.  wlk.  st.  b  2  Kn.  flex,  in  series 

(.  Half  str.  close  st.  sidew.  flex. 

Rest  arch  st.  heel-elev.  (living  sup- 
ports). 

Climb,  on  rope-ladder. 

Wg.  cr.  half  st.  Kn.  abd. 

Yd.  stoop  st.  2  A.  elev. 

Wg.  (Rest)  foot  gr.  sitt.  backw.  flex. 

Wg.  foot  side  gr.  half  st.  sidew.  flex. 

Rest  turn  close  st.  backw.  flex. 

Str.  wlk.  st.  c  heel-elev. 


,Yd 

12.    J 

1st. 


10.  Cr.  hang.  pos.  (stall-bars). 

j  Vault  along  double-bar,  face  up. 
»  90°  forw.  jump.  1  (3)  stop's  start. 
•Yd.  fallout  st.  6  2  A.  fling.,  fol- 
lowed by 
2  A.  elev.  forw.  upw. 

VII. 

rYd.  st.  2  A.  fling. 

1.  |  Wg.  wlk.  st.  a  Kn.  flex. 
I  Str.  st.  T.  rot, 

2.  Gr.  arch  st.  Kn.  flex.  upw. 

3.  Zigzag  serpentine  in  vertical  ladder. 

4.  Bend  toe  st.  2  A.  ext,  and  2  Kn.  flex. 

5.  Bend  forw.  ly.  2  A.  ext.  to  yd.  d. 

6.  Str.  foot  gr.  sitt.  2  A.  ext. 

7.  Rest  tuni  stride  st.  sidew.  flex. 

8.  Toe  sup.  wlk.  st.  b  Kn.  flex. 

9.  Cr.  hang.  pos.  (hor.  bar). 

(•Vault,  as    in     VI.,    bars    closer 

10.  1     together  (the  lower  one  raised). 
I  Jump,  from  bench. 

11.  St.  2  A.  elev.  forw.  upw.  and  heel- 

elev. 

VIII. 

(St.  2  A.  elev.  forw.  upw.  and  heel- 
elev. 
H.  rot.  with  flex. 
Rest  wlk.  st.  a  Kn.  flex. 

2.  Gr.  arch  st.  Kn.  flex,  and  ext. 

3.  Incl.  rope  climb. 

4.  Wg.  toe  st.  alt.  Kn.  flex.  upw. 

5.  Yd.  turn  fallout  st.  a  2  A.  elev. 

6.  Reach  foot  gr.  sitt.  2  A.  fling. 

7.  Half  str.  rev.  turn  fallout  st.  a  pos. 

8.  Str.  wlk.  st.  b  sidew.  flex. 

9.  Wg.  st.  slow.  2  Kn.  flex. 
10.  Cr.  hang.  alt.  Kn.  ext, 

—     (  Somersault  over  the  bar. 

<  Jump,  over  rope,  whole  start. 

12.  Yd.  d  toe  st.  2  A.  elev.  and  2  Kn.  flex. 


St.  2  A.  elev.  forw.  upw.  and  heel- 
elev.  [slowly. 
Wg.  st.  2  Kn.  flex,   to  sitt.  pos., 
Str.  st.  sidew.  flex. 
2.  Gr.  arch  st.  L.  elev. 


APPENDIX 


269 


9.  Instep  gr.  half  st.  Kn.  flex 
Hex.    upw.    and    ext.  10.  Cr.  hang.  alt.  Ku.  ext. 

11.  |  Vault-  bar»  face  down  or  up. 

'  Jump,  rope,  name  foot  for  start. 
32.  Yd.  d  fallout  st.  6  2  A.  elev. 


3. 

4.  Rest    st.    Kn. 

backw. 

5.  Reach  turn  fallout  st.  a  2  A.  fling. 

6.  Rest  foot  gr.  sitt.  backw.   flex,   to 

hor.  pos. 

7.  Str.  turn  wlk.  st.  a  2  A.  ext.  and  ch 

of  F. 

8.  Wg.  side  fall.  pos. 

9.  Rest  wlk.  st.  a  Kn.  flex. 

10.  Incl.  rope  climb. 

n    |  Vault,  betw.  pommels  (saddles). 

'  Jump,  over  rope,  1  (3)  step's  start. 
12.  Yd.  walking  2  A.  fling. 


("Yd.  d  st.  2  A.  and  heel-elev. 
j     I  Feet  close  and  open,  rhythmically. 
1  Rest  stride  st.  T.  rot. 
I  Yd.  st.  2  A.  fling,  forw. 

2.  Gr.  arch  st.  L.  and  heel-elev. 

3.  Und.    hang.     L.    swing,    over    bar 

(double  bar). 

4.  Rest  st.  L.  elev. 

5.  Rest  foot  gr.  fallout  st.  b  Kn.  flex. 

6.  Rest  Kn.  (half)  st.  backw.  flex. 

7.  Rest  foot  side  gr.  half  st.  sidew.  flex. 

8.  Str.  turn  wlk.  st.  a  backw.  flex. 

9.  Wg.  st.  slow  2  Kn.  flex,   to  sitt.  pos. 

10.  Arch  hang.  2  A.  flex. 

{Vault,  double  bar,  face  down  or  up. 
90°  jump,   over  rope,    1    (3)    step's 
start. 

/•Yd.  turn  st.  2  A.  fling. 
12.  |  Fallout   st.    b    2    A.    elev.   forw. 


XII. 

f  St.  2  A.  elev.  forw.  upw.  and  heel- 
elev. 

l     I  Yd.  toe  st.  2  Kn.  flex,  to  sitt.  pos., 
j      quickly. 

I  Yd.  stoop  st.  2  A.  fling. 
1.  Str.  stride  st.  T.  rot. 

2.  Gr.  arch  stride  st.  hand  to  hand  mov. 

3.  Vert,  pole  climb. 

4.  Str.  cr.  half  st.  Kn.  ext.  backw. 

5.  Str.  turn  fallout  st.  a  forw.  flex. 
<i.  Hor.  (incl.)  stoop  fall.  2  A.  flex. 

7.  Str.  turn»st.  backw.  flex. 

8.  Str.  foot  side  gr.  half  st.  sidew.  flex. 

9.  Heel  gr.  half  st.  T.  forw.  flex. 

10.  Cr.  hang.  2  Kn.  ext.  (stall-bars). 

11.  '  ^ault-  over  horse,  face  down  or  up. 
'  90°  jump,  from  bench. 

f  Yd.  turn  stride  st.  2  A.  fling. 

12.  -|  St.  2  A.  elev.  sidew.  upw.  and  2 
I     Kn.  flex. 


upw. 


XI. 


fYd.  tuni  st.  2  A.  fling. 
l     I  "Wg.  fallout  st.  a  heel-elev. 
I  Rest  turn  stride  st.  backw.  flex. 
(  2  A.  ext.  in  var.  dir. 

2.  Gr.  arch  st.  2  A.  flex. 

3.  Vert,  rope  climb. 

4.  Str.  crosswise  st.  2  Kn.  flex. 

5.  Str.  foot  gr.  fallout  st.  b  forw.  flex. 

6.  Rest  foot  gr.  half  st.  backw.  flex. 

7.  Str.  side  sup.  wlk.  st.  b  sidew.  flex. 

8.  Str.  wlk.  st.  c  T.  rot. 


XIII. 

Fallout  st.  b  2  A.  elev.  forw.  upw. 
t  Wg.  stride  st.  2  Kn.  flex,  to  sitt. 

1.  -j      pos.,  slowly. 

j  Reach  stoop  st.  2  A.  fling,  upw. 
I  Str.  stride  st.  sidew.  flex. 

2.  Oblique  gr.  arch  st.  heel-elev. 

3.  Vert,  rope  climb.,  from  rope  to  rope. 

4.  Wg.  hor.  half  st.  pos. 

5.  Yd.  b  st.  2  A.  fling,  to  yd.  e. 

6.  Str.  Kn.  (half)  st.  backw.  flex. 

7.  Wg.  side  fall.  L.  elev. 

8.  Str.  wlk.  st.  c  T.  rot. 

9.  Wg.  fallout  st.  a  heel-elev. 

10.  Cr.  hang.  2  Kn.  ext.  (hor.  bar). 

j  j     (  Vault,  over  bar,  180°  turning. 

'  Twice  upw.  jump.,  etc. 


I!'. 


j  Close  st.  2  A.  elev.  w.  T.  rot. 
'  Yd.  st.  2  A.  fling. 


270 


ED  UCA  TIONA  L   G  YMNA  S  77  CS 


XIV. 

(St.  2  A.  elev.  sidew.  up\v.  and  2 
I      Kn.  flex. 

iWg.  fallout  st.  a  (6)  pos.  backw. 
Str.  stoop  stride  st.  2  A.  ext.  upw. 
Str.  wlk.  st.  c  sidew.  Hex. 
Fall  hang,  to  gr.  arch  st.  pos.  (bar 

gradually  lowered). 
Pole  climb.,  from  pole  to  pole. 
Str.  cr.  half  st.  Kn.  ext.  forw. 
Rest  foot  gr.  fallout  st.  b  forw.  flex. 
Bend  fall.  Kn.  (half)  st.  2  A.  ext. 
Best  fallout  st.  a  T.  rot. 
Str.  turn  close  st.  backw.  flex. 
Reach  half  st.  Kn.  flex,  to  90°. 
Cr.  hang.  2  L.  elev.  (stal^-bars). 
(  Vault,  over  horse  (box)  lengthwise. 
'  Jump,  from  stall-bars. 
Yd.  d  turn  st.  2  A.  elev. 

XV. 

St.  2  A.  elev.  forw.  upw.  &  heel-elev. 
Half  str.  fallout  st.  a  pos. 
Bend  toe  st.  2  A.  ext.  and  2  Kn. 

flex,  quickly. 
Str.  stride  st.  T.  flex,  backw.  forw. 

downvv. 

Oblique  gr.  arch  stride  st.  heel-elev. 
Und.  gr.  hang.  trav. 
Str.  st.  L.  elev. 
Bend  forw.  ly.  2  A.  ext.  upw. 
Reach  fall.  Kn.  (half)  st.  2  A.  fling. 
Str.  fallout  st.  a  T.  rot. 
Str.  turn  stride  st.  sidew.  flex. 
Wg.  fallout  st.  c  heel-elev. 
Cr.  hang.  2  L.  elev.  (hor.  bar). 
(  Vault,  over  bar  with  rope. 
<  Forw.  jump.  etc.  ("  Start !  Fi ve !  ") 
Yd.  turn  fallout  st.  a  2  A.  fling. 

XVI. 

Yd.  turn  stride  st.  2  A.  fling. 
Rest  st.  slow  2  Kn.  flex. 
Half  str.  yd.,  etc.,  pos. 
Str.  stride  st.  quick.  T.  rot. 

2.  Gr.  arch  st.  L.  and  heel-elev.  (deep 

T.  flex.). 

3.  Under  hang.  trav.  (hor.  bar). 

4.  Str.  cr.  half  st.  Kn.  abd. 


5.  Str.  fallout  st.  c  2  A.  ext. 

6.  Bend  fall  foot  gr.  half  st.  2  A.  ext. 

7.  Str.  turn  wlk.  st.  a  sidew.  flex. 

8.  Str.  side  gr.  half  st.  L.  elev. 

9.  Str.  wlk.  st.  b  forw.  flex,  (foot  braced 

against  bar). 

10.  Cr.  hang.  2  L.  abd. 

f  Somersault    over    bar  (gradually 

11.  ]      lowered)- 

j  Vault,  over  horse  lengthwise,  etc. 
[Free  st.  jump,  as  above:  "  Start!  " 

12.  Toe  sup.  fallout  st.  6  2  A.  elev.  forw. 

upw. 

XVII. 

Toe  sup.  fallout  st.  b  2  A.  elev. 
forw.  upw. 

1.  Str.  st.  2  Kn.  flex,  slowly :  "  Start !  " 
H.  rot.  w.  flex. 

2  A.  ext.  in  var.  dir.  (series). 

2.  Gr.  arch  stride  st.  2  A.  flex. 
:;.  I 'nd.  hang.  trav.  on  incl.  liar. 

4.  Rest  cr.  half  st.  Kn.  ext.  forw. 

5.  Str.  hor.  half  st.  Kn.  flex. 

(5.  Str.  foot  gr.  half  st.  backw.  flex. 

7.  Half  str.  gr.  side  fall.  L.  elev. 

8.  Str.  turn  wlk.  st.  b  backw.  flex. 

9.  Half  yd.  gr.  half  st.  Kn.  flex,  (to  sitt. 

pos.). 

10.  Cr.  hang.  2  L.  abd. 

f  Vault,  betw.  pommels  on  horse. 

11.  j  Vault,  with  rope,  bar  high. 
(  Free  st.  jump,  as  above. 

12.  Yd.  d  turn  stride  st.  2  A.  elev. 


XVIII. 

C  Yd.  d  st.  2  A.  &  heel-elev.  ['•  Start ! ' 
I  Str.  stride  st.  2  Kn.  flex,  slowly: 
j  Rest  turn  stride  st.  sidew.  flex. 
( '2  A.  ext.  in  series. 

2.  Gr.  arch  stride  st.  hand  under  hand 

inov. 

3.  Incl.  rope  climb. 

4.  Str.  cr.  half  st.  Kn.  abd. 

5.  Yd.  foot  gr.  fallout  st.  b  2  A.  elev. 

6.  Reach  fall  foot  gr.  half  st.  2  A.  fling. 

7.  Yd.  stride  st.  sidew.  flex. 

8.  Str.  wlk.  st.  c  rev.  T.  rot. 

9.  Half  str.  yd.  gr.  hor.  half  st.  Kn. 

flex. 


APPENDIX 


271 


11 


10.  Und.  hang.  trav.  on  ropes. 

Sidew.  vault,  over  bar. 

Jump,  from  stall-bars  (high). 
12.  Turn  fallout  st.  a  2  A.  elev.  forw. 

upw. 

XIX. 


f  Yd.  d  toe  st.  2  A.  elev.  and  2  Kn. 

I     Sex. 

i  Bend  courtesy  sitt.  2  A.  ext.  sidew. 
and  upw. 

!  Rest  stride  st.  quick  sidew.  flex. 
Oblique  gr.  arch  st.  L.  elev. 
Und.  hang.  trav.  w.  alt.  elev. 
Bal.  walk  on  hor.  bar. 
Str.  forw.  ly.  forw.  Hex. 
ArVg.  foot  gr.  half  st.  backw.  flex.  w. 

Kn.  flex. 
Str.  rev.  turn  fallout  st.  a  sidew. 

flex. 

Str.  stride  st.  quick  T.  rot. 
Str.  stride  st.  slow.  2  Kn.  flex,  to 

sitt.  pos. 
Somersault  betw.  ropes. 

\  Vault,  backw.  over  horse. 

'  Jump,  rope ;  height ;  00°  turning. 

(  Yd.  arch  st.  2  A.  fling. 

i  St.  2  A.-  and  heel-elev. 


XX. 

f  Yd.  arch, st.  2  A.  fling. 

•!  Half  str.  fallout  st.  a  ch.  of  A. 

'  Str.  close  st.  quick  T.  rot. 
Gr.  arch  stride  st.  2  A.  flex,  (deep 

T.  flex.). 

Over  gr.  hang.  trav. 
Half  str.  hor.  half  st.  pos. 
Yd.  fallout  st.  c  2  A.  elev. 
Stoop  fall.  2  A.  flex,  and  L.  elev. 
Half  str.  side  fall.  L.  elev. 
Str.  turn  arch  wlk.  st.  a  2  A.  ext. 
Bend  toe  st.  slow  2  A.  ext.  and  2 

Ku.  flex,  to  sitt.  pos. 
Cr.  hang,  somersault  (uiid.  gr.) 

{Vault,  over  upper  bar. 
Jump,  over  rope,  increasing  height. 
Stride  st.  2  A.  elev.  w.  T.  rot. 


XXI. 

fYd.  turn  st.  2  A.  fling. 
Str.  crosswise  st.  2  Kn.  flex. 
Bend  turn  wlk.  st.  a  2  A.  ext.  upw. 
Prep,  to  jump.  ("  Start !  ") 

2.  Oblique  gr.  arch  st.  2  A.  flex. 

3.  Over  gr.  hang.  2  hand  trav. 

4.  Bal.  walk,  backw.  on  hor.  bar. 

5.  Yd.  b  stoop  stride  st.  2  A.  fling,  to 

yd.e. 

6.  Str.  foot  gr.  sitt.  backw.  flex.  (45°). 

7.  Str.  turn  stride  st.  backw.  flex. 

8.  Str.  stride  st.  quick  sidew.  flex. 

9.  Str.  stride  courtesy  sitt.  2  A.  ext. 
10.  Cr.  hang,  somersault,  (over  gr.). 

f  Vault,  over  horse,  face  down,  and 
I      180°  turn. 

1  Run.  jump,  over  rope,  increasing 
[     distance. 
12.  Yd.  d  turn  fallout  st.  a  2  A.  elev. 


XXII. 

fYd.  d  turn  st,  2  A.  elev. 
-     J  Str.  wlk.  st.  a  Kn.  nex. 

I  Rest  turn  close  st,  sidew.  flex. 
(2  A.  ext.  in  series. 

2.  Oblique  gr.   arch  st.  L.   and  heel- 

elev. 

3.  Incl.  rope  climb,  feet  first. 

4.  Str.  hor.  half  St.  pos. 

5.  Str.  fallout  st.  c  forw.  flex. 

6.  Str.  foot  gr.  sitt.  backw.  flex,  to  hor. 

pos. 

7.  Introd.  to  wheeling. 

8.  Str.  turn  arch  stride  st.  2  A.  ext. 

9.  Str.  wlk.  st.  a  Kn.  flex. 

10.  Over  gr.  cr.  hang.  2  A.  flex.  (hor. 

bar). 

Vault,  over  bar,  face  down  or  up: 
incr.  height. 

11.  \  Forw.  jump,   over  two  marks  on 

the  floor ;  whole  start  (increasing 
distance). 
Yd.  arch  st.  2  A.  circ. 

12.  \  St.   2    A.   elev.  forw.   upw.    and 

heel-elev. 


272 


ED  UCA  77  ON  A  L   G  YMNA  S  TICS 


XXIII. 

f  Yd.  d  turn  stride  st.  2  A.  elev. 
I  Half  str.  fallout  st.  a  pos..  zigzag 

1.  •!      forw. 

Half  str.  yd.,  etc.,  pos. 
I  Str.  turn  stride  st.  sidew.  flex. 

2.  Oblique  gr.  arch  stride  st.  2  A.  flex. 

3.  Und.  gr.  hang.  2  hand  trav. 

4.  Reach  half  st.  Kn.  flex. 

5.  Str.  fallout  st.  c  2  A.  ext.  and  ch.  of 

F.  backw. 

6.  Rev.     stoop    fall.    pos.    (stall-bars; 

later,  living  supports). 

7.  Str.  side  sup.  st.  sidew.  flex,  and  L. 

elev. 

8.  Str.  turn  arch  wlk.  st.  a  2  A.  ext. 

and  ch.  of  Y. 

9.  Yd.  courtesy  sitt.  2  A.  elev. 

10.  Und.  hang.    trav.  on  ropes;    somer- 

sault when  ceiling  is  reached. 

( Somersault  on  saddles  (first  introd. 

11.  j      to  same). 

I  Run.  high  jump. 

12.  Yd.  arch  wlk.  st.  6  2  A.  circ. 

XXIV. 

Close  st.  2  A.  elev.  and  T.  rot. 
Half  str.  fallout  st.  6  ch.  A.  and  F. 

forw.,  one  count. 
Rest  stride  st.  slow  2  Kn.  flex. 
i  Str.  wlk.  st.  c  rev.  T.  rot. 

2.  Gr.  arch  stride  st.  2  hand  mov. 

3.  Rotary  climb,  on  inch  rope. 

4.  Yd.  st.  L.  elev. 

5.  Yd.  forw.  ly.  2  A.  elev. 

6.  Rev.  stoop  fall.  2  A.  flex,  ^tail-bars) . 

7.  Sidew.  hang.  pos. 


"Wheeling. 

Yd.  stride  st.  quick.  T.  rot. 
Str.  hor.  half  st.  Kn.  flex. 
Cr  und.  hang.  trav.  on  hor.  bar. 
C  Vault,  backw.  over  horse. 
|  Somersault  on  vault,  box. 
(  Run.  long  jump,  over  rope. 
Yd.  arch  wlk.  st.  b  2  A.  fling,  and 

ch.  of  F. 

St.  2  A.  elev.  forw.  upw.  and  lieel- 
elev. 

XXV. 

f  Stride  st.  2  A.  elev.  and  T.  rot. 

I  Half  str.  fallout  st.  a  pos.,  zigzag 

j     backw. 

(  Str.  turn,  stride  st.  backw.  flex. 
Oblique  gr.  arch  st.  L.  and  heel-elev. 

w. 2  A.  flex. 
Rotary  trav.  on  bar,  ended  by  cr. 

hang,  somersault. 

rStr.  toe  st.  L.  elev.,  alt.  with 

|  Str.  toe   st.  alt.   Kn.   flex.  upw. 

I     slowly. 

Bend  hor.  half  st.  2  A.  ext.  upw. 
Rev.  stoop  fall.  2  A.  flex.  (liv.  sup.). 

See  XXIV. 

Reach  half  st.  Kn.  flex. 
Cr.  und.  hang.  trav.  on  vert,  ropes. 
(•Vault,  over  upper  bar. 
•j  Somersault  on  vault,  box. 
(.  Run.  high  jump,  over  rope,  etc. 
( Str.  arch  sup.  stride  st.  2  A.  ext. 

upw. 

St.  2  A.  elev.  sidew.  upw.  and  2 
KJI.  flex. 


COMPLETE  INDEX  TO  THE  NOMENCLATURE. 


A.  =  arm  (for  arm-movements  see  pp.  88  to  90  and  121  to  137). 
abd.  =  abduction  (pp.  67,  102,  216,  217). 

add.  =  adduction  (pp.  102,  216,  217). 
alt.  =  alternate  (pp.  55,  66,  94,  121). 
arch  =  the  trunk  bent  backward  (Fig.  57,  p.  72). 

arch  hang.  =  the  body  is  suspended  by  the  arms,  the  toes  resting  on  the  floor 
behind  (Fig.  106,  p.  106). 

B.  =  back, 
backw.  =  backward. 
bal.  =  balance. 

bal.  hang.  =  Fig.  103,  p.  103,  and  Fig.  207,  p.  180. 

bend.  =  "  arms  upward  —  bend  !"  (Fig.  80,  p.  88.) 

betw.  =  between. 

ch.  =  change. 

circ.  =  circumduction  (pp.  127,  206). 

climb.  =  climbing  (pp.  106  to  119  inclusive). 

close  at.  =  "feet  —  close  !  "  (see  p.  42.) 

close  toe  st.  =  Fig.  31,  p.  53. 

courtesy  st.  =  the  knees  are  bent  to  90°  (Fig.  36,  p.  56). 

courtesy  sitt.  =  the  knees  are  bent  to  utmost  flexion  (Fig.  39,  p.  58). 

cr.  =  crook  =  hips  (and  knees)  bent  to  90°. 

or.  hang.  =  crook  hanging:  — Figs.  96,  97,  99,  100,  101. 

cr.  £  st.      »     crook  half  standing:  — standing  on  one  leg,  the  other  raised  for- 

cr.  hlf.  st. )         ward  with  hip  and  knee  bent  to  90°  (Fig.  50,  p.  65). 

crosswise  st.  =  crosswise  standing  (Fig.  24,  p.  48). 

dir.  =  direction. 

elev.  =  elevation. 

ext.  =  extension. 

F.  =  foot. 

fall  =  the  trunk  inclined  backward  (Figs.  157  and  158,  p.  140). 

fall.  =  falling. 

fall  hang.  =  fall  hanging:  — the  body  suspended  by  the  arms;  the  heels  rest  on 

the  floor  in  front  (Fig.  105,  p.  105). 
fallout  st.  =  fallout  standing:— one  foot  in  front  of  the  other;  the  distance 

between  the  heels  equal  to  three  times  the  length  of  the  foot;  the  forward 

knee  bent,  the  backward  one  straight. 


274         COMPLETE  INDEX   TO   THE   NOMENCLATURE 

fallout  at.  a  -  Fig.  25,  p.  49. 

fallout  st.  b  =  Fig.  229,  p.  205. 

fallout  st.  c  =  Fig.  29,  p.  52. 

fallout  st.  J  =  toe  sup.  fallout  st.  b  (Fig.  149,  p.  134). 

flex.  —  flexion. 

flfii     i  =  flinging  (pp>  124  to  126)- 

foot  gr.  =  foot  grasp:  —  one  or  both  feet  are  inserted  between  the  stall-bars  or 

other  apparatus  (Figs.  26,  27,  160,  etc.). 
forw.  =  forward, 
forw.  ly.  =  forward  lying:  —  lying  face  down  ("prone  lying")   (Fig.  142,  p. 

129). 

fund.  =  fundamental. 

gr.  =  grasp :  —  the  hands  or  feet  grasp  some  apparatus. 
H.  =  head  (for  head-movements  see  pp.  44,  45). 
half} 
hlf.   i-  =  half:  — only  one  limb  takes  the  position  following  this  word. 

i      J 

hlf.  st.  (=  $  st.)  =  standing  on  one  foot. 

hor.  =  horizontal. 

hor.  hlf.  st.  =  one  leg  raised  backward  to  horizontal  position  in  a  line  with  the 

body,  which  inclines  forward;  the  supporting  leg  is  bent  (Fig.  28,  p.  52). 
hor.  stoop  fall.  =  stoop  fall,  (see  below),  except  that  feet  and  shoulders  are  on 

a  level  (Fig.  169,  p.  146). 
incl.  =  inclined, 
incl.  stoop  fall.  =  stoop  fall  (see  below),  except  that  the  feet  are  higher  than 

the  shoulders  (Figs.  170  and  171,  p.  147). 
introd.  =  introduction. 

jump  =  jumping  (jumping  exercises,  p.  171,  etc.). 
K.  (Kn.)  =  knee. 

Kn.  st.  =  knee  standing  =  kneeling  (Fig.  175,  p.  140). 
L.  =  leg  (for  leg-movements  see  p.  46,  etc.,  and  p.  162,  etc.). 
(1.)  =  left. 

ly.  =  lying,  the  body  extended,  face  up  ("  back  lying"). 
inarch.  =  inarching  (for  marching  see  p.  39,  etc.). 
mov.  =  movement. 
osc.  =  oscillatory  (pp.  22,  94,  etc.). 
pos.  =  position  (pp.  29,  35). 
prep.  =  preparation, 
(r.)  -  right. 

reach  =  arms  extended  horizontally  forward  (Fig.  81  fc,  p.  89). 
rest.  =  the  hands  are  locked  behind  the  neck  (Fig.  16,  p.  43). 
rev.  =  reverse. 
rev.  rot.  =  rotation  of  the  trunk  in  direction  of  the  backward  foot  (see  p.  156, 

first  line  from  above,  etc.). 
rev.  stoop  fall.  =  "  standing  on  the  hands  "  (Fig.  173,  p.  149). 


COMPLETE  INDEX   TO   THE  NOMENCLATURE        275 

rot.  =  rotation. 

run.  =  running  (p.  41). 

sidew.  =  sideways. 

sitt.  =  sitting. 

st.  =  standing;  if  preceded  by  other  abbreviations,  it  means  that  the  parts  not 

mentioned  are  in  fundamental  position. 
star  st.  =  feet  and  arms  are  apart,  so  that  the  position  resembles  a  star  (Fig. 

194  and  205). 
std.  =  stride  (see  below). 

stoop  (stp.)  =  the  trunk  bent  forward  (Fig.  58,  p.  72). 

stoop  fall.  =  stoop  falling:  —  hands  and  feet  are  on  the  floor  (Fig.  168,  p.  145). 
stoop  hang.  =  hanging  with  feet  up,  head  down  (Figs.  93,  95,  113,  114). 
str.  =  stretch:  —  the  arms  extended  upward  (Fig.  81  a,  p.  89). 
stride  (std.)  =  the  feet  apart  and  on  a  level  (Fig.  23,  p.  48). 
sup.  =  support:  —  the  trunk  resting  on  a  firm  support. 
swim.  =  swimming  (p.  227). 
swing.  =  swinging  (p.  101). 
T.  =  trunk. 

toe  st.  =  the  heels  raised  above  the  floor  (Fig.  30,  p.  53). 
toe  sup.  =  one  foot  has  the  heel  raised  above  the  floor  ( Figs.  40  and  149). 
trav.  =  travelling  (p.  94  and  following). 
turn.  =  the  trunk  rotated. 

und.gr.  hang.  =  under  grasp  hanging  (Fig.  85,  p.  93). 
und.  hang.  =  under  hanging: — one  hand  each  side  the  bar,  or  hanging  right 

under  the  apparatus  (Fig.  98). 
upw.  =  upward. 
var.  =  various. 

vault.  =  vaulting  (for  vaulting  exercises  see  p.  179,  etc.). 
w.  =  with. 

wg.  =  wing  (Fig.  15,  p.  43). 
wlk.  st.  =  walk  st. :  —  one  foot  is  in  front  of  the  other;  the  distance  between 

the  heels  is  equal  to  twice  the  length  of  the  foot;  both  knees  are  straight. 
wlk.  st.  a,  6,  c  =  Fig.  20,  21,  22,  p.  47. 
wlk.  st.  d  =  crosswise  st.  (see  above). 

Yd.  =  yard:  —  arms  extended  horizontally  sideways  (Fig.  82.  p.  90). 
Yd.  a  =  Fig.  135  a,  p.  124. 
Yd.  b  =  see  note  on  p.  123. 
Yd.  c  =  Fig.  140,  p.  128. 
Yd.  d  =  Fig.  141,  p.  128. 
Yd.  e  =  Fig.  137,  p.  125. 
|  =  half  (see  above). 
2  =  double:  — indicates  that  both  limbs  execute  the  movement  (or  position) 

which  follows  this  figure. 


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